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Pearson Elevate Science K-8 PEEC Version 1.0 of 77

Pearson Elevate Science K–8 PEEC Version 1.0

Tool 1A: PEEC Prescreen Response Form (Phenomena)

This tool is used during Phase 1: PEEC Prescreen to collect and organize data that describes how a single instructional materials program supports students in making sense of phenomena and designing solutions to problems.

Making Sense of Phenomena and Designing Solutions to Problems: The instructional materials program focuses on supporting students to make sense of a phenomenon or design solutions to a problem.

NGSS designed programs will look less like this: NGSS designed programs will look more like this:

Making sense of phenomena and designing solutions to problems are not a part of student learning or are presented separately from “learning time” (i.e. used only as a “hook” or engagement tool; used only for enrichment or reward after learning; only loosely connected to a DCI).

The purpose and focus of a learning sequence is to support students in making sense of phenomena and/or designing solutions to problems. The entire sequence drives toward this goal.

The focus is only on getting the “right” answer to explain the phenomenon

Student sense-making of phenomena or designing of solutions is used as a window into student understanding of all three dimensions of the NGSS.

A different, new, or unrelated phenomenon is used to start every lesson.

Lessons work together in a coherent storyline to help students make sense of phenomena.

Teachers tell students about an interesting phenomenon or problem in the world.

Students get direct (preferably firsthand, or through media representations) experience with a phenomenon or problem that is relevant to them and is developmentally appropriate.


Phenomena are brought into learning after students develop the science ideas so students can apply what they learned.

The development of science ideas is anchored in making sense of phenomena or designing solutions to problems.

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Evidence this criterion IS NOT designed into this instructional materials program.

What was in the materials, where was it, and why is this evidence?

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Evidence this criterion IS designed into this instructional materials program


Shows Promise?

Elevate Science is a vertically integrated program designed to address the Performance Expectations of the NGSS and the principles outlined in the NRC’s Framework for K-12 Science Education.

Although the program is designed to provide a coherent K–8 experience for students, it can also be used as stand-alone elementary or middle school program.

The K–5 program consists of a set of topics (chapters) that bundle together each grade’s NGSS performance expectations (PEs) into a set of phenomenon-based storylines. The 6–8 grades bundle together the middle grades NGSS PEs into three years of instruction involving phenomenon-based storylines informed by NGSS Appendix K. Each grade includes a printed interactive student worktext and teacher edition as well as a rich set of digital online text, virtual labs, animations, simulations, interactive digital resources, and videos.

Phenomenon-based learning is at the core of Elevate Science. It is the focus of an overarching “Quest” that carries a single, big-picture phenomenon-based question across each chapter (referred to as a “topic”). The Quest is introduced before the lessons and is returned to several times within each lesson. This allows students to gradually apply what they are learning to the Quest phenomenon.

The Quest for each chapter is framed around a single “Essential Question” that is posed in a way relevant to students. The Essential Question is generally of a scientific nature, and the Quest phenomenon involves a technological or engineering application of the science.

Each Quest begins with a “Quest Kickoff,” which includes a video (produced by NBC LEARN), a “3-2-1” assessment, a “Topic Readiness” assessment test, and a

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hands-on “uConnect Lab.” Each lesson within the chapter then contains a “Quest Connection” at the start and a “Quest Check-In” at the end. These serve to connect the content of the lesson to the overarching question of the Quest. The Quest Check-Ins are often hands-on labs that ask students to “Use Models,” “Apply Concepts,” and “Evaluate.” They also may include online content, and often emphasize group work.

The Quest concludes at the end of the chapter with the “Quest Findings.” These often involve a synthesis-based activity, and may challenge students to extend the phenomenon to new applications. The theme of the phenomenon-based Quest is finally reinforced by a large end-of-chapter “uDemonstrate Lab.”

In addition to the overarching Essential Question and phenomenon-based Quest question, the focus on phenomenon-based learning is also seen in the “Guiding Questions” that begin each lesson, the questions used to motivate the “Visual Learning” features, and how the multiple hands-on lab activities in each lesson (“uConnect,” “uInvestigate,” “uDemonstrate,” and the STEM “uEngineer It”) are also centered around phenomenon-based questions.

Each chapter of Elevate Science uses the three dimensions to enable students to understand the Essential Question and related phenomena. To develop the program, authors began with the three-dimensions and then constructed coherent storylines that build continually toward a resolution of the Essential Question. Activities were designed to provide the necessary components to allow students to attain a multi-faceted comprehension of the topic. Together, these student experiences integrate the elements of the SEPs, CCCs, and DCIs in varying permutations to address one or more of the bundled performance expectations, may weight the foundation elements differently, and may include additional SEPs or CCCs to aid the coherence.

Specific examples for this PEEC Prescreen are taken from the following grades and topics:

Grade 1 Parents and Offspring

Grade 4 Earth’s Features

Grade 8 Forces and Motion.

Grade 1 ExamplesIn Parents and Offspring, both of the LS PEs address the same CCC element of Patterns. Thus Patterns plays a large role in most of the activities. However, in order to address the multiple SEPs involved, the activities take a variety of forms. Some have a greater emphasis on SEP-6, some on SEP-8. In addition, SEP-6 has either a science focus (e.g., the uConnect Lab “Which mouse is longer?” on p. 188) or an engineering design focus (e.g., the STEM uInvestigate


Lab “How do nests protect eggs?”) Thus activities can be very different even if the SEP is the same.

Addressing the ETS PEs weaves together the three dimensions in a different way. For example, the associated PE K-2-ETS1-2 is directly addressed by the STEM uEngineer It lab on p. 204, “Code the Way.” In this activity, students design a code for a video game involving robotic owl parent/offspring. The associated foundational SEP/DCI/CCC triad of Developing and Using Models/Developing Possible Solutions/Structure and Function is addressed by having students sketch a drawing of their coded video game that shows how each piece is used within the game.

Grade 4 ExamplesIn Earth’s Features, the chapter Quest was chosen together with a SEP/DCI/CCC grouping so that while students pursue the solution to constructing a map to find buried treasure, they are developing understandings of the elements of a particular set of DCIs that align with a bundle of performance expectations. In the process of exploring this SEP/DCI/CCC triad, students ultimately develop an understanding of the Essential Question, “How can you use maps to understand Earth’s features?” By starting with a set of PEs and their aligned SEP/DCI/CCC elements, the Essential Question and problem-based Quest were backward engineered so that understanding of the three-dimensional elements and Essential Question occurs simultaneously. Starting with the Quest Kickoff on pp. 152–153 and continuing throughout the chapter, students Plan and Carry Out Investigations and Analyze and Interpret Data (SEPs) of Patterns (CCC) of landforms (DCI) and of Cause and Effect (CCC) relationships between moving water and landform erosion (DCIs) in the engaging context of making a map to find buried treasure.

The assessments also connect the SEPs, DCIs, and CCCs. In the Evidence-Based Assessment on pp. 198–199, students plan investigations and analyze data (SEP) on the weathering of landforms (DCIs) by examining cause-and-effect relationships as observed in the patterns on a map (CCC). In the uDemonstrate Lab “How can you identify minerals?” on pp. 200–201, students plan and carry out an investigation and then obtain and analyze data (SEP) on the properties of mineral samples (DCIs) to observe patterns (CCC) that allow for mineral identification.

A thorough description of the coherent “Storyline” for the chapter, involving the particular chapter SEP/DCI/CCC triads, is provided in the teachers’ edition on TE p. 150.


Grade 8 ExamplesIn Forces and Motion, the chapter Quest was chosen together with a SEP/DCI/CCC grouping so that while students pursue the solution to the bumper car challenge, they are developing understandings of the elements of a particular set of DCIs that align with a bundle of performance expectations. In the process of exploring this SEP/DCI/CCC triad, students ultimately develop an understanding of the Essential Question, “How is the motion of an object affected by forces that act on it?” By starting with a set of PEs and their aligned SEP/DCI/CCC elements, the Essential Question and problem-based Quest were backward engineered so that understanding of the three-dimensional elements and Essential Question occurs simultaneously. Starting with the Quest Kickoff on pp. 118–119 and continuing throughout the chapter, students Develop Models, Plan and Carry Out Investigations, and Defend Arguments (SEPs) of Systems (CCC) of moving and interacting objects (DCIs) in the engaging context of amusement parks and colliding bumper cars.

The assessments also connect the SEPs, DCIs, and CCCs. In the Evidence-Based Assessment (pp. 162–163), students cite evidence and defend arguments (SEP) on the physics of a collision (DCIs) of a system of satellites (CCC). In the uDemonstrate Lab “Stopping on a Dime” (pp. 164–167), students plan and carry out an investigation (SEP) on the speed of basketball players and the friction of their shoes (DCIs) to determine the stability of the system (CCC) required to keep players from crashing into band members on the sidelines.


Tool 1B: PEEC Prescreen Response Form (Three Dimensions)

This tool is used during Phase 1: PEEC Prescreen to collect and organize data that describes how a single instructional materials program supports students in three-dimensional learning.

Three Dimensions: Students develop and use grade-appropriate elements of the science and engineering practices (SEPs), disciplinary core ideas (DCIs), and crosscutting concepts (CCCs), which are deliberately selected to aid student sense-making of phenomena or designing of solutions across the learning sequences and units of the program.


A single practice element shows up in a learning sequence. The learning sequence helps students use multiple (e.g., 2–4) practice elements as appropriate in their learning.

The learning sequence focuses on colloquial definitions of the practice or crosscutting concept names (e.g., “asking questions”, “cause and effect”) rather than on grade-appropriate learning goals (e.g., elements in NGSS Appendices F &G).

Specific grade-appropriate elements of SEPs and CCCs (from NGSS Appendices F & G) are acquired, improved, or used by students to help explain phenomena or solve problems during the learning sequence.

The SEPs and CCCs can be inferred by the teacher (not necessarily the students) from the materials.

Students explicitly use the SEP and CCC elements to make sense of the phenomenon or to solve a problem.


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Shows Promise?

Each Elevate Science topic progressively builds understanding through a learning sequence that weaves together the SEPs, DCIs, and CCCs identified for each Performance Expectation, but may also include additional elements required to aid in student comprehension of that chapter’s Essential Question and Quest phenomenon. Aspects of the SEPs, DCIs, and CCCs are continually embedded throughout the program to provide students with multiple opportunities to practice three-dimensional learning through a variety of instructional modalities.

A wide variety of student-centered activities are incorporated in each chapter in order to provide students with multiple perspectives on the phenomenon-based chapter theme. Quest Activities reinforce the Essential Question and Phenomenon-based Question. These activities include a Quest Kickoff, Quest Connection, Quest Check-Ins, and a Quest Rubric.uEngineer It! activities take students through the complete engineering design process and incorporate appropriate DCIs and CCCs.STEM Math Connection activities focus on the SEPs of Analyzing and Interpreting Data and Using Mathematics and Computational Thinking.Informational Text readings and interactive note-taking opportunities occur page after page in the student worktext. These features require students to use the practices and crosscutting concepts while they synthesize the DCIs.Inquiry Labs are STEM-focused scientific and engineering practices-based activities. These labs go by several different names (“uConnect,” “uInvestigate It,” “uEngineer It,” “uDemonstrate”), depending on the approach and primary science and engineering practices that are highlighted. Open Inquiry activities are included for each chapter. These require students to perform SEPs such as Plan and Carry out Investigations. In these activities, students ask a different question and choose a new variable to manipulate.Performance Expectation Activities, which take a variety of forms, are included for each Performance Expectation. These can be used as instruction

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or assessment of mastery of the PE. Activities may be hands-on, group work, research, drawing and modeling, or whatever is required to demonstrate mastery of the elements of the PE.

In addition, a variety of digital online resources are available to increase student understanding. These include videos by NBC Learn, Mini Games, Virtual Labs, Interactivity materials, Leveled Readers (providing additional content text at on, below, and advanced levels), STEM Engineering Readers, Remediation (editable auto-assigned documents based on online formative assessments), and Assessments (Topic Readiness tests and Lesson Quizzes). Editable versions of the in-text labs are also available online.

Grade-level examples follow:

Grade 1 Parents and OffspringPerformance ExpectationsParents and Offspring addresses three bundled performance expectations: 1-LS1-2, 1-LS3-1, and K–2-ETS1-2. In addition to the Quest, a wide array of student-centered activities is included, with each using various combinations of the identified SEPs, DCIs, and CCCs (see below). In addition to the Quest activities and labs described above, these activities include: Mini Games, Literacy Connection, p. 189 Leveled Readers on Parents and Offspring, online (TE p. 189 callout) STEM Engineering Reader, online (TE p. 189 callout) Digital Interactivity, “Compare Life Cycles of Animals” Enrichment Activity Worksheet, “Compare the Life Cycles of an Oak Tree

and a Cucumber” Lesson Quizzes Video on Parents and Offspring Digital Interactivities: “Alike and Different: Living Things” and “Animal

Behaviors” Math Toolbox, “Compare Numbers,” p. 202 Digital Interactivity, “Code to Find the Treasure,” Video, “Animal Behaviors,” online (p. 209 callout) Connecting Concepts Toolbox, Patterns in Nature, p.211 (CCC-1) STEM Math Connection, Compare Numbers, p. 215 (CCSS 1.NBT.B.3) Digital (also available in print) Topic Test

In addition, the chapter contains multiple short text interactivities with graphics, reading checks, and other short assessments that also address the elements of the SEPs/DCIs/CCCs.


Science and Engineering PracticesThe worktext and student-centered activities provide multiple opportunities for students to develop and use the SEPs associated with the performance expectations. The aligned specific (bulleted) elements of the SEPs of the associated performance expectations are:

SEP.6: Constructing Explanations and Designing Solutions (from 1-LS3-1)o Make observations (first hand or from media) to construct an

evidence-based account for natural phenomena. (Addressed by the activities listed above.)

SEP.8 Obtaining, Evaluating, and Communicating Information (from 1-LS2-2)

o Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world. (Addressed through the interactive worktext and online media.)

SEP.3 Developing and Using Models (from K-2-ETS1-2)o Develop a simple model based on evidence to represent a

proposed object or tool. (Addressed by the STEM uInvestigate Lab (p.207) in which students design and build a nest. It is also supported by the “Focus on Mastery” feature (TE p. 207) about Designing Solutions.)

An additional practice, SEP.4 Planning and Carrying Out Investigations, “Plan and conduct investigations collaboratively to produce data to serve as the basis for evidence to answer a question,” is supported by the uInvestigate Lab on p. 197 (“What do young plants look like?”), where following the investigation, students are asked to “Analyze and Interpret Data.” Crosscutting ConceptsCrosscutting concepts are integrated throughout Parents and Offspring in the worktext, labs, STEM activities, and performance-based assessments such as the uDemonstrate It! The aligned specific (bulleted) elements of the CCCs of the associated performance expectations are: CCC-1 Patterns: Patterns in the natural and human designed world can be

observed, used to describe phenomena, and used as evidence (1-LS1-2, 1-LS3-1)

o Because both of the LS PEs share the same CCC element, Patterns play a central role in nearly all of the activities of the chapter, acting as the glue that holds the scientific practices and content together. A Crosscutting Concepts Toolbox (p. 211), which prompts students to use patterns in the visuals on pp. 211–212 to identify aspects of parent/offspring relationships, directly


addresses the Patterns CCC. CCC-6 Structure and Function: The shape and stability of structures of natural

and designed objects are related to their function(s). (K-2-ETS1-2) o CCC-6 is addressed throughout the topic as students analyze

structure and function in order to match parents and offspring.

Disciplinary Core IdeasIn Parents and Offspring, the aligned specific (bulleted) elements of the DCIs of the associated performance expectations are:LS1.B: Growth and Development of Organisms Adult plants and animals can have young. In many kinds of animals, parents

and the offspring themselves engage in behaviors that help the offspring to survive. (1-LS1-2)

LS3.A: Inheritance of Traits Young animals are very much, but not exactly like, their parents. Plants also

are very much, but not exactly, like their parents. (1-LS3-1) LS3.B: Variation of Traits Individuals of the same kind of plant or animal are recognizable as similar but

can also vary in many ways. (1-LS3-1) ETS1.B Developing Possible Solutions Designs can be conveyed through sketches, drawings, or physical models.

These representations are useful in communicating ideas for a problem’s solutions to other people (K-2-ETS1-2)

Multiple activities are used to reinforce one or more of these DCIs. For example, the ETS1.B DCI is addressed together with the LS1.B DCI by the Quest Findings on p. 216, where students draw or make a clay model of a parent and young offspring and then describe aspects of their relationship. They are also addressed by the uInvestigate Lab (p. 207) about building a nest.

Grade 4 Earth’s FeaturesPerformance ExpectationsEarth’s Features addresses two associated performance expectations that are bundled together: 4-ESS2-1 and 4-ESS2-2. In addition to the direct Quest-related activities, online and in-text student-centered activities are part of the chapter, with each using some combination of the associated SEPs, DCIs, and CCCs. In addition to the Quest activities (described in Part A), these activities include: uConnect Lab, “How Can Rain Affect Land?” p. 154 (4-ESS2-1, SEP.3)


Videos (online call-outs): “Maps and Data,” (p. 156), “Patterns of Earth’s Features,” (p. 166), “Weathering and Erosion,” (p. 184)

uInvestigate Labs: “How Do Tools Help Us?” p. 157 (4-ESS2-2, SEP.4). “Where are Major Landforms?” p. 167 (4-ESS2-2, SEP.2), “How Can You Classify Minerals?” p. 175 (4-ESS2-1, SEP.3), “How Can a Rock Wear Away?” p. 185 (4-ESS2-1, SEP.3)

Science Practice Toolbox: “Construct Explanations,” (p. 159), “Cite Evidence,” (p. 168), “Make Observations,” (p. 177), “Ask Questions,” (p. 187)

Visual Literacy Connections: “How can you see the same place in different ways?”(p. 160), “How can a physical map help me locate different landforms?” (p. 170), “How do rocks change?” (p. 178)

Online Virtual Lab, “Plot the Spot,” (p. 160) Online Digital Synthesize Activities, “The World of Maps,” (p. 161), “The

Shape of the Land,” (p. 169), “Categories of Rocks,” (p. 179), “Our Changing Landscape,” (p. 188)

Online Lesson Quizzes, (pp. 162, 172, 181, 191) Literacy Toolbox, “Draw Conclusions,” (p. 162) STEM uEngineer It Design Lab, “Take a Hike!” p. 164 (3-5.ETS1-1) Connecting Concepts Toolbox, “Patterns,” p. 169 uBe a Scientist Activities, “Identify Rocks,” (p. 180), “Weathering,” (p.

186) Extreme Science, “Powerful Plants,” (p. 200) Evidence-Based Assessment, Interpreting a Map (pp. 198–199) uDemonstrate Lab, “How can you identify minerals?”( pp. 200-201)

In addition, the chapter contains multiple short text interactivities with graphics, reading checks, and other short assessments.

Science and Engineering PracticesIn Earth’s Features, the primary Performance Expectations are 4-ESS2-1 and 4-ESS2-2, which involves the aligned specific element of two SEPs:SEP.3 Planning and Carrying Out Investigations Make observations and/or measurements to produce data to serve as

the basis for evidence for an explanation of a phenomenon. (4-ESS2-1) o In the uConnect Lab “How can rain affect land?” (p. 154),

students make measurements of the eroding of soil when water is poured on to produce data to explain the process of erosion.

o In the uInvestigate Lab “How can you classify minerals?” (p. 175), students make observations of mineral properties as the basis for evidence of the types of minerals. This is followed with the Performance-Based Assessment of the uDemonstrate Lab “How


can you identify minerals? (pp. 200–201), where students make observations and measurements of the color, luster, streak, and hardness of minerals in order to identify them.

o In the Quest Check-In Lab for Lesson 3, “How can you make a model of a landform?” (p. 182), students observe how well different materials are able to model Earth landforms.

o In the UInvestigate Lab, “How can a rock wear away?” (p. 185), students record observations of how effectively water dissolves different Earth materials to help explain differential erosion.

o In the STEM Quest Check-In, “How does water affect landforms?” (p. 192), students test different designs using sand and water to explain how water erosion alters landforms.

o Additional teacher support is provided in the “Focus on Mastery” features on TE pp. 175, 182, 185, 189, and 192.

SEP.4 Analyzing and Interpreting Data Analyze and interpret data to make sense of phenomena using logical

reasoning. (4-ESS2-2) o In the uInvestigate Lab “How do tools help us?” (p. 157), students

analyze and interpret data on the time it takes someone to find their way through a building with and without a map to quantify the usefulness of a map.

o Additional teacher support is provided in the “Focus on Mastery” features on TE pp. 152, 157, 160, 163, and 178.

An additional SEP element, SEP.2 Developing and Using Models: Develop and/or use models to describe and/or predict phenomena. (4-ESS2-1), is also incorporated into student activities. In the uInvestigate Lab, “Where are major landforms?” (p. 167),

students model tectonic plate interactions using sponges to describe how these interactions might produce landforms.

Additional teacher support is provided in the “Focus on Mastery” features on TE pp. 167 and 170.

Additional Support The “Science Practice Toolbox” features on pp. 159, 168, 177, 187, and

192 provide additional SEP support to students. Each lab is accompanied by an “Understanding the Science Practice”

that provides teacher support for how the practice is to be implemented with the student performance.

Crosscutting ConceptsTwo crosscutting concepts are repeatedly reinforced throughout Earth’s Features as part of making sense of the Essential Question. Patterns in Earth’s


landforms are identified and modeled to support explanations of how they formed. Cause and Effect relationships for changes to Earth’s landforms are repeatedly explored through testing, particularly for the erosional effects of water. Both CCCs are addressed in the Evidence-Based Assessment (pp. 198–199).The aligned specific (bulleted) elements of the CCCs of the associated performance expectations are:CCC-1 Patterns Patterns can be used as evidence to support an explanation. (4-ESS2-2)

o Direct reinforcement of CCC.1 is made with the “Crosscutting Concepts Toolbox” (p. 169).

o All of Lesson 2, “Patterns of Earth Features” (pp. 166–173) addresses patterns in multiple ways, with subheadings of “Patterns of Mountains,” Patterns of Earthquakes and Volcanoes,” and “Patterns Under the Ocean.”

CCC-2 Cause and Effect Cause and effect relationships are routinely identified, tested, and used to

explain change. (4-ESS2-1) o Direct reinforcement of CCC.2 is made through activities including

the uConnect Lab “How can rain affect landforms?” (p.154) and the STEM Quest Check-In, “How does water affect landforms?” (p.192).

Disciplinary Core IdeasIn Earth’s Features, the aligned specific (bulleted) elements of the DCIs of the associated performance expectations are:ESS2.A: Earth Materials and Systems Rainfall helps to shape the land and affects the types of living things found

in a region. Water, ice, wind, living organisms, and gravity break rocks, soils, and sediments into smaller particles and move them around. (4-ESS2-1)

ESS2.E: Biogeology Living things affect the physical characteristics of their regions. (4-ESS2-1) ESS2.B: Plate Tectonics and Large-Scale System Interactions The locations of mountain ranges, deep ocean trenches, ocean floor

structures, earthquakes, and volcanoes occur in patterns. Most earthquakes and volcanoes occur in bands that are often along the boundaries between continents and oceans. Major mountain chains form inside continents or near their edges. Maps can help locate the different land and water features areas of Earth. (4-ESS2-2)

Multiple activities are used to reinforce one or more of the elements of these


DCIs. For example: The Quest Check-In Lab for Lesson 1, “The Making of a Legend” (p. 163),

addresses the last part of the DCI ESS2.B bullet, as students produce map legends and learn how land features are represented on a map.

The Quest Check-In Lab for Lesson 2, “A Changing Landscape” (p. 173), addresses the first part of the DCI ESS2.B bullet by having students examine how different landforms are made.

The Quest Check-In Lab for Lesson 4, “How does water affect landforms” (p. 192) addresses the bullet from DCI ESS2.A as students investigate how water weathers and erodes Earth’s landforms.

The Extreme Science performance task “Powerful Plants” (p. 193) addresses the DCI ESS2.E bullet as students examine how plant roots break apart rocks.

Grade 8 Forces and Motion: Performance ExpectationsIn Forces and Motion, there are four associated performance expectations that are bundled together: MS-PS2-1, MS-PS2-2, MS-PS2-4, and MS-PS3-2. In addition to the direct Quest-related activities, online and in-text student-centered activities are part of the chapter, with each using some combination of the associated SEPs, DCIs, and CCCs. In addition to the Quest, these activities include: uConnect Lab, “Identifying Motion” (p. 116) Inquiry Warm-Up Lab, “Is the Force With You?” (p. 121) Online Digital Interactivities: “Relative Motion” (p. 121), “Balanced and

Unbalanced Forces” (p.125), “Explore Forces” (p. 126), “Motion Graphs” (p. 131), “Falling for Velocity” (p.132) and “How Forces Affect Motion” (p. 134), “The Ball Stops Rolling” (p. 141), “How are Mass, Motion, and Force Related?” (p. 144), and “Going, Going, Gone!” (p. 146), “Fuel-Efficient Vehicles,” (p. 149), “You Can’t Always Coast on Your Bicycle” (p. 151), “Exploring Gravity” (p. 155), and “The Pull of the Tides” (p. 157)

uInvestigate Labs (call-outs): “Motion Commotion” (p. 122), “Walking the Walk” (p. 130), “Newton Scooters” (p. 145), “Sticky Sneakers” (p. 151) and “Observing Friction” (p. 153)

Online Virtual Lab, “Forces and Motion” (p.123) Online Videos: “Describing Motion and Force” (p. 124), “Speed, Velocity,

and Acceleration” (p. 133), “Newton’s Law of Motion” (p. 145), “Friction and Gravitational Interactions” (p. 154)

Online Enrichment Worksheets: “Reducing Friction” (p. 126), “Describing Motion” (p. 136), “Newton’s Laws” (p. 147), “Gravitational Force of the


Sun” (p. 157) Math Toolbox Activities: “Effects of Net Force” (p. 126), “Using a Distance-

Versus-Time Graph” (p. 131), “Graphing Acceleration” (p. 136), “Using Newton’s Second Law” (p. 144), “The Relationship Between Weight and Mass” (p. 156)

Lesson Quizzes, online (pp. 127, 137, 148, 158) Case Study, “Finding Your Way With GPS,” pp. 138–139 (MS-PS2-2) Online Career Video, “Mechanical Engineer,” (p. 146 call-out) uEngineer It, “Generating Energy from Potholes,” p. 149 (MS-PS2-1) Extraordinary Science, “Spacetime Curvature and Gravitational Waves” (p.

159) Digital Auto-graded Topic Test, (p. 160 call-out) uDemonstrate, “Stopping on a Dime,” (pp.164–167 and online) (MS-PS2-1,

MS-PS2-2, MS-PS2-4, MS-PS3-2)In addition, the chapter contains multiple short text interactivities with graphics, reading checks, and other short assessments.

Science and Engineering PracticesIn Forces and Motion, the primary Performance Expectation is MS-PS2-2, which involves the aligned specific element of SEP.3:SEP.3 Planning and Carrying Out Investigations (from MS-PS2-2) Plan an investigation individually and collaboratively, and in the design:

identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claimo Students engage in this practice in the first three of the four lessons

in the chapter, and use it repeatedly to develop understanding of the Essential Question.

o The particular element from SEP.3 Planning and Carrying Out Investigations is developed in activities such as the “Sticky Sneakers” uInvestigate Lab (p.151), in which students plan and carry out an experiment to investigate the force of friction between different brands of sneakers and different surfaces.

However, for this chapter, the PE of MS-PS2-2 is also bundled with the additional PEs of MS-PS2-1, MS-PS2-4, and MS-PS3-2, so additional SEPs elements are incorporated:SEP.2 Developing and Using Models (from MS-PS3-2) Develop a model to describe unobservable mechanisms.

o The particular element (describing unobservable mechanisms) from SEP.2 Developing and Using Models is developed in the “Model It!”


feature “Forces in Tug-of-War” (p. 125, with teacher support in the “Focus on Mastery!” feature “Develop Models” on TE p. 125) and the “Model It!” feature “Acceleration” (p. 133, with accompanying “Focus on Mastery!” teacher support in the TE).

SEP.7 Engaging in Argument from Evidence (from MS-PS2-4) Construct and present oral and written arguments supported by empirical

evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.o The particular element from SEP.7 Engaging in Argument from

Evidence is developed using activities such as the Quest Finding (p. 163) in which students present an argument to the class about their solution to the bumper car problem, as well as the Reading Check “Write Arguments” about friction on ice (p. 152) and the Literacy Connection “Write Arguments” about gravity acting on a pencil (p. 155).

Cross Cutting ConceptsIn each chapter, the text and student-centered activities provide multiple opportunities for students to develop and use specific elements of the CCCs of the associated bundled performance expectations. In Forces and Motion, the aligned specific (bulleted) elements of the CCCs of the associated performance expectations are:Systems and System Models Models can be used to represent systems and their interactions—such as

inputs, processes and outputs—and energy and matter flows within systems. (MS-PS2-1), (MS-PS2-4), (MS-PS3-2)

Stability and Change Explanations of stability and change in natural or designed systems can be

constructed by examining the changes over time and forces at different scales. (MS-PS2-2)

Both of these CCCs address systems, and these elements of systems are developed in student activities such as the UEngineer It Lab on Generating Energy from Potholes (pp. 149, and TE 149 and online), where students model a car’s suspension system, and the accompanying Design Challenge, in which “Students work in small groups to design a system to absorb impact energy when a model lunar module is dropped.” A different kind of example is the online Digital Interactivity “The Pull of the Tides” (call-out p. 157) where students look how the “changes to a system of


bodies will affect the interaction between them.”

Disciplinary Core IdeasIn Forces and Motion, the aligned specific (bulleted) elements of the DCIs of the associated performance expectations are:PS2.A: Forces and Motion For any pair of interacting objects, the force exerted by the first object on

the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law). (MS-PS2-1)

The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (MS-PS2-2)

All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2)

PS2.B: Types of Interactions Gravitational forces are always attractive. There is a gravitational force

between any two masses, but it is very small except when one or both of the objects have large mass—e.g., Earth and the sun. (MS-PS2-4)

PS3.A: Definitions of Energy A system of objects may also contain stored (potential) energy, depending

on their relative positions. (MS-PS3-2) PS3.C: Relationship Between Energy and Forces When two objects interact, each one exerts a force on the other that can

cause energy to be transferred to or from the object. (MS-PS3-2) Multiple activities are used to reinforce one or more of the elements of these DCIs. For example, the Digital Interactivity “Relative Motion” (p. 121 call-out) and uInvestigate Lab “Motion Commotion” (p .122) both address just the third bulleted element of PS2.A (on reference frames). However, the uDemonstrate It Lab (pp. 164–167) combines DCI elements from each of PS2.A, PS2.B, and PS3.C.


Tool 1C: PEEC Prescreen Response Form (Three Dimensions for Instruction and Assessment)

This tool is used during Phase 1: PEEC Prescreen to collect and organize data that describes how a single instructional materials program integrates the three dimensions for instruction and assessment.

Integrating the Three Dimensions for Instruction and Assessment: The instructional materials program requires student performances that integrate elements of the SEPs, CCCs, and DCIs to make sense of phenomena or design solutions to problems, and the learning sequence elicits student artifacts that show direct, observable evidence of three-dimensional learning.


Students learn the three dimensions in isolation from each other (e.g., a separate lesson or activity on science methods followed by a later lesson on science knowledge).

The learning sequence is designed to build student proficiency in at least one grade-appropriate element from each of the three dimensions.The three dimensions intentionally work together to help students explain a phenomenon or design solutions to a problem.All three dimensions are necessary for sense-making and problem-solving.

Teachers assume that correct answers indicate student proficiency without the student providing evidence or reasoning.

Teachers deliberately seek out student artifacts that show direct, observable evidence of learning, building toward all three dimensions of the NGSS at a grade-appropriate level.

Teachers measure only one dimension at a time (e.g., separate items for measuring SEPs, DCIs, and CCCs).

Teachers use tasks that ask students to explain phenomena or design solutions to problems, and that reveal the level of student proficiency in all three dimensions.


Less Like This



More like this



Shows Promise?

The program provides significant support for the instructor to integrate specific elements of all three dimensions to allow students to both explain the chapter’s phenomenon-based Essential Question and to design a solution to the chapter Quest. As itemized above, multiple activities and teacher supports are present for integrating aspects of the elements of each of the aligned DCIs, SEPs, and CCCs into the student performances. Student performances include concrete student artifacts that show understanding of the performance expectations and their 3-dimensional foundations. These include results of all the various types of labs, interactivities, and worksheets described above.

As parts of the end-of-chapter summative assessments, each chapter contains a two-page “Evidence-Based Assessment” that integrates elements of the SEPs/DCIs/CCCs into a problem-based challenge.

☐


Grade 1 ExamplesIn Parents and Offspring, both of the LS PEs address the same CCC element of Patterns. Thus Patterns plays a large role in most of the activities. However, because there are multiple SEPs involved, the activities take a variety of forms. Some have a greater emphasis on SEP-6, some on SEP-8. In addition, SEP-6 has either a science focus (e.g., the uConnect Lab “Which Mouse Is Longer?” on p. 188) or an engineering design focus (e.g., the STEM uInvestigate Lab “How Do Nests Protect Eggs?” Thus activities can be very different even if the SEP is the same.

Addressing the ETS PEs weaves together the three dimensions in a different way. For example, the associated PE K-2-ETS1-2 is directly addressed by the STEM uEngineer It lab on p. 204, “Code the Way.” In this activity, students design a code for a video game involving robotic owl parent/offspring. The associated foundational SEP/DCI/CCC triad of Developing and Using Models/Developing Possible Solutions/Structure and Function is addressed by having students sketch a drawing of their coded video game, showing how each piece is used within the game.

Grade 4 ExamplesIn Earth’s Landforms, the chapter Quest was chosen together with a SEP/DCI/CCC grouping so that while students pursue the solution to constructing a map to find buried treasure, they are developing understandings of the elements of a particular set of DCIs that align with a bundle of performance expectations. In the process of exploring this SEP/DCI/CCC triad, students ultimately develop an understanding of the Essential Question, “How can you use maps to understand Earth’s Features?” By starting with a set of PEs and their aligned SEP/DCI/CCC elements, the Essential Question and problem-based Quest were backward engineered so that understanding of the 3-dimensional elements and Essential Question occurs simultaneously. Starting with the Quest Kickoff on pp. 152–153 and continuing throughout the chapter, students Plan and Carry Out Investigations and Analyze and Interpret Data (SEPs) of Patterns (CCC) of landforms (DCI) and of Cause and Effect (CCC) relationships between moving water and landform erosion (DCIs) in the engaging context of making a map to find buried treasure.

The assessments also involve student performances that connect the SEPs, DCIs, and CCCs. In the “Evidence-Based Assessment” on pp. 198–199, students plan investigations and analyze data (SEP) on the weathering of landforms (DCIs) by


examining cause and effect relationships as observed in the patterns on a map (CCC). In the uDemonstrate Lab “How Can You Identify Minerals” on pp. 200-201, students plan and carry out an investigation and then obtain and analyze data (SEP) on the properties of mineral samples (DCIs) to observe patterns (CCC) that allow for mineral identification.

A thorough description of the coherent “Storyline” for the chapter, involving the particular chapter SEP/DCI/CCC triads, is provided in the teachers’ edition on p. TE150.

Grade 8 ExamplesIn Forces and Motion, the chapter Quest was chosen together with a SEP/DCI/CCC grouping so that while students pursue the solution to their bumper car challenge, they are developing understandings of the elements of a particular set of DCIs that align with a bundle of performance expectations. In the process of exploring this SEP/DCI/CCC triad, students ultimately develop an understanding of the Essential Question, “How is the motion of an object affected by forces that act on it?” By starting with a set of PEs and their aligned SEP/DCI/CCC elements, the Essential Question and problem-based Quest were backward engineered so that understanding of the 3-dimensional elements and Essential Question occurs simultaneously. Starting with the Quest Kickoff on pp. 118–119 and continuing throughout the chapter, students Develop Models, Plan and Carry Out Investigations, and Defend Arguments (SEPs) of Systems (CCC) of moving and interacting objects (DCIs) in the engaging context of amusement parks and colliding bumper cars.

The assessments also involve student performances that connect the SEPs, DCIs, and CCCs. In the “Evidence-Based Assessment” (pp. 162–163), students cite evidence and defend arguments (SEP) on the physics of a collision (DCIs) of a system of satellites (CCC). In the uDemonstrate Lab “Stopping on a Dime” (pp. 164–167), students plan and carry out an investigation (SEP) on the speed of basketball players and the friction of their shoes (DCIs) to determine the stability of the system (CCC) required to keep players from crashing into band members on the sidelines.


Tool 2: PEEC Prescreen: Recommendation for Review?

This tool is used by a reviewer upon completion of PEEC Phase 1: Prescreen to document their final recommendation for an instructional materials program.

Reviewer Name or ID: _ Grade: Lesson/Unit Title: _

Reminder

The purpose of the PEEC Prescreen is to give a quick look at an instructional materials program. There are significant aspects of what would be expected in a fully-vetted program designed for the NGSS that are not addressed in this tool and it should not be used to fully vet resources or claim that the programs are designed for NGSS

Overall Screening SummaryThe topics in Elevate Science are introduced to students in the form of a Quest. Lessons are tied together as students progress in three-dimensional learning to ultimately solve the quest. Each Quest is a real-world relevant science phenomena designed to engage students in learning about the world around in authentic experiences. The question and activity prompts in each topic utilize language taken directly from the NGSS SEPs and CCCs. Students are fully engaged throughout in lesson in using the SEPs to learn the DCIs and understand the organization of the learning through the CCCs. Through the completion of labs and activities, teachers will see students grow in their understanding, knowledge and use of science to solve real-world problems. Assessments are built around this same three-dimensional coherence, asking students to perform the science that they have practiced throughout each topic.

Recommendation


I recommend this resource to be evaluated by the full PEEC rubric: _

Tool 3: Unit Selection Table

This tool is used by a group of reviews to select matching or similar units to review from multiple instructional materials programs.

Unit Target

What commonality makes the units comparable?

(i.e., they address similar DCI-related topics (clarify which ones); they are designed to have students make sense of a similar phenomenon (clarify what makes the phenomenon similar); the unit is the best example of engineering inte- gration in the program, etc.)

Unit Description

Instructional Materials Program Name Unit (title and page numbers) Why this unit?

Elevate Science Grade 1 Topic 6 Parents and Offspring, pp. 184–223 One life science unit that is representative of the program was chosen.

Elevate Science Grade 4 Topic 4 Earth's Features, pp. 150–201 One Earth science unit that is representative of the program was chosen.


Elevate Science Grade 8 Topic 3 Forces and Motion, pp. 116–167 One physical science unit that is representative of the program was chosen.


Tool 4: EQuIP Rubric Data Summary

This tool is use to summarize the results of the EQuIP Review for Science analysis of a given unit in one instructional materials program as part of PEEC Phase 2: Unit Evaluation.

Innovation EQuIP Criterion Evidence of Quality? Unit Evaluation (summary)

Making Sense of Phenomena and Design- ing Solu- tions to Problems

I. A. Explaining Phenom- ena/Designing Solu- tions

□ None ☐ Inadequate ☐ Adequate X Extensive X Materials incorporate the innovation.

□ Materials partially incorporate the innovation.

□ Materials do not incorporate the innovation.

Three- Dimensional Learning

I. B. Three Dimensions □ None ☐ Inadequate ☐ Adequate X Extensive X Materials incorporate the innovation.


□ Materials do not incorporate the

I. C. Integrating the Three Dimensions

□ None ☐ Inadequate ☐ Adequate X Extensive

III. A. Monitoring 3D Student



Performances innovation.

III. B. Formative □ None ☐ Inadequate ☐ Adequate X Extensive



III. C. Scoring Guidance □ None ☐ Inadequate ☐ Adequate X ExtensiveX Materials incorporate the innovation.



III. E. Coherent Assessment System


Building K– 12 Progres- sions

I. D.

Unit Coherence □ None ☐ Inadequate ☐ Adequate X Extensive X Materials incorporate the innovation.



II. C.

Building Progressions □ None ☐ Inadequate ☐ Adequate X Extensive

II. F.

Teacher Support for Unit Coherence


Alignment with English language arts and Mathema

I. F.

Math and ELA □ None ☐ Inadequate ☐ Adequate X Extensive X Materials incorporate the innovation.



t- ics □ Materials do not incorporate the innovation.



All Stand- ards, All Students

II. A. Relevance and Authen- ticity

□ None ☐ Inadequate ☐ Adequate X Extensive X Materials incorporate the innovation.



II. B. Student Ideas □ None ☐ Inadequate ☐ Adequate X Extensive

II. E. Differentiated Instruc- tion


II. G. Scaffolded Differentia- tion over Time


III. D. Unbiased tasks/item □ None ☐ Inadequate ☐ Adequate X Extensive

III. F. Opportunity to Learn □ None ☐ Inadequate ☐ Adequate X Extensive

Narrowing the Field?

Depending on how many programs made it to this phase of the analysis, the EQuIP Rubric for Science evaluations may be used to continue to narrow the field of instructional materials programs being evaluated. After consensus reports have been generated for each unit, the review team should evaluate whether or not all programs are worthy of further review. Unless the separation in quality is very small, it is recommended that only the top two or three programs continue to the final phase of the PEEC process.


Tool 5A: Program Level Evaluation Innovation 1: Making Sense of Phenom- ena and Designing Solutions to Problems

This tool is to be used to collect evidence and make claims about how an instructional materials program addresses NGSS Innovation 1: Making Sense of Phenomena and Designing Solutions to Problems.

Directions

Using the sampling evaluation plan, record evidence of where the innovation has been clearly incorporated into the materials as well as instances where it does not appear to have been incorporated. Your evidence should include page numbers, a brief description of the evidence, and an explanation of how it either supports or contradicts the claim.

Claim Evidence Sufficient evidence to support the claim?

From the student’s perspective, most learning experiences are focused on making sense of phenomena and designing solutions to problem.

Each grade level is divided into Topics, and the learning in each Topic is driven by a Quest, which is a problem-based learning activity. Students progress through topics by completing lessons; during each lesson, students engage in activities and research that builds knowledge and skill to eventually solve the problem presented in the Quest.

Within each chapter, multiple lessons provide a scaffolded sequence of student performances that build upon each other toward student comprehension of the ultimate Essential Question and Phenomenon-based Quest. Each lesson provides its own set of guiding questions that are asked and answered by each successive student activity and build upon what students have already learned in previous lessons or in the Quest Kick-off and provide a motivation for the new approaches taken by that lesson’s activities.Each lesson of each chapter may have a different set of PEs, but they provide the necessary student understandings to allow students to synthesize different facets of the essential question and Quest, providing a

□ None

□ Inadequate

□ Adequate

X Extensive


coherent storyline that provides a framework of relevance for best understanding the PEs.

Grade 1 ExamplesIn Parents and Offspring, three lessons build sequentially (“Plant and Animal Life Cycles,” “Observe Parents and Young,” and “Patterns in Animal Behavior”), and the Essential Question (“How are parents and their young alike and different?”) and related Quest phenomenon (how to match up parents and offspring from a group of rescued zoo animals) are only answerable with a synthesis of all three.

Grade 4 ExamplesIn Earth’s Features, four lessons—1) Maps and Data, 2) Patterns of Earth’s Features, 3) Rocks, Minerals, and Soil, and 4) Weathering and Erosion—work together sequentially to allow students to make sense of the Essential Question, “How can you use maps to understand Earth’s features?” and to solve the Quest challenge. As concepts build one upon another, students learn how data are represented on maps, use maps to examine landforms, examine the materials landforms are made of, and finally learn how geologic processes form and shape Earth’s features. The Quest challenge on designing maps to find buried treasure (mineral resources) builds across the four lessons.

Grade 8 ExamplesIn Forces and Motion, four lessons—1) Describing Motion and Force, 2) Speed, Velocity, and Acceleration, 3) Newton’s Laws of Motion, and 4) Friction and Gravitational Interactions—build sequentially. The Essential Question, “How is the motion of an object affected by forces that act on it?” and related Quest phenomenon (designing a safer bumper car) are answerable with a synthesis of all four.



Guidance is provided to teachers to support students in making sense of phenomena and designing solutions to problems.

What to look for as evidence: One phenomena/problem or a series of related

phenomena/problem drive instruction and help maintain a focus for all the lessons in a sequence.

Guidance is provided to the teacher for how each of the

Phenomenon-based learning is at the core of Elevate Science. It is the focus on an overarching “Quest” that carries a single, big-picture phenomenon-based question across each chapter (referred to as a “topic”). The Quest is introduced before the lessons and is returned to several times within each lesson. As students progress through lessons, they gain skills and knowledge and the answer or solution to the Quest becomes more apparent as their knowledge and skills grow. By the end of the lessons in the topic, students arrive at final conclusions to provide the final solution/answer to the Quest. In the first lesson of each topic, students engage in activities that

allow them to explore and understand a little about the phenomenon being studied.

In the next lesson, students encounter activities that require them to research and explain, as well as make connections.

In the final lessons of each Topic, students analyze data and make conclusions.

This allows students to gradually apply what they are learning to the Quest phenomenon.

The Quest for each chapter is framed around a single “Essential Question” that is posed in a way to make it relevant to students. The Essential Question is generally of a scientific nature, and the Quest phenomenon involves a technological or engineering application of the science. The Quest begins with a “Quest Kickoff,” which includes a video (produced by NBC LEARN), a “3-2-1” assessment, a “Topic Readiness” assessment

□ None

□ Inadequate

□ Adequate

X Extensive


test,” and a hands-on “uConnect Lab.” Each lesson within the chapter then contains a “Quest Connection” at the start and a “Quest Check-In” at the end. These serve to connect the content of the lesson to the overarching question of the Quest. The Quest Check-Ins are often hands-on labs that ask students to carry out activities such as “Use Models,” “Apply Concepts,” and “Evaluate.” They also may include online content, and often emphasize group activities. The Quest is concluded at the end of the chapter with the “Quest Findings.” These often involve a synthesis-based activity, and may challenge students to extend the phenomenon to new applications. The theme of the phenomenon-based Quest is finally reinforced by a large end-of-chapter “uDemonstrate Lab.”

In addition to the overarching Essential Question and phenomenon-based Quest question, the focus on phenomenon-based learning is also seen in the “Guiding Questions” that begin each lesson, the questions used to motivate the “Visual Learning” features, and how the multiple hands-on lab activities in each lesson (“uConnect,” “uInvestigate,” “uDemonstrate,” and the STEM “uEngineer It”) are also centered around phenomenon-based questions.

Grade 1 ExamplesIn Parents and Offspring, three lessons build sequentially (“Plant and Animal Life Cycles,” “Observe Parents and Young,” and “Patterns in Animal Behavior”), and the Essential Question (“How are parents and their young alike and different?”) and related Quest phenomenon (how to match up parents and offspring from a group of rescued zoo animals) are only answerable with a synthesis of all three.

Grade 4 ExamplesIn Earth’s Features, four lessons—1) Maps and Data, 2) Patterns of Earth’s Features, 3) Rocks, Minerals, and Soil, and 4) Weathering and Erosion—work together sequentially to allow students to make sense of the Essential Question, “How can you use maps to understand Earth’s features?” and to solve the Quest challenge. As concepts build one upon another, students learn how data are represented on maps, use maps to examine landforms, examine the materials landforms are made of, and finally learn how geologic processes form and shape Earth’s features. The Quest challenge on designing maps to find buried treasure (mineral resources) builds across the four lessons.


Grade 8 ExamplesIn Forces and Motion, four lessons—1) Describing Motion and Force, 2) Speed, Velocity, and Acceleration, 3) Newton’s Laws of Motion, and 4) Friction and Gravitational Interactions—build sequentially. The Essential Question, “How is the motion of an object affected by forces that act on it?” and related Quest phenomenon (designing a safer bumper car) are answerable with a synthesis of all four.

As students progress through lessons in Elevate Science, they are consistently brought back to the initial Quest. Through questioning, they are able to make connections and grow in understanding of concepts by completing the activities in each unit. Each topic also contains a “Storyline” to help teachers communicate the “big picture” idea for the unit so students can see how one lesson connects to the next and to the Quest presented at the beginning of the Topic.

The teacher edition in Elevate Science contains information to help teachers build coherence both in and out of the science classroom. a “Topic Launch” statement connects to prior topics “Lesson Summaries and Objectives” give teachers an overview of the

Topic. a correlation to the Common Core standards is provided, enabling

teachers to simultaneously engage in Common Core and NGSS

The program is rich with assessment types that, when combined, work together to provide assess three-dimensional learning:Pre-assessment Show What You Know

Formative Assessment Lesson Check Reading Check Math Tool Box CCC Tool Box Visual Literacy Math Connection


Summative Assessment End of Lesson Quiz/Lesson Check Show What You Learned Topic Assessment Evidence Based Assessment Self-assessment Lesson Check at the end of each lesson, Reading Check throughout the

student edition

Additionally, non–paper-and-pencil assessment opportunities include Performance-based Assessments STEM activities Quest, Quest Check-In, and Quest Findings uDemonstrate

Summary and Recommendations

1. Based on the evidence collected, to what degree to the materials incorporate this innovation over the course of the program?

X Materials incorporate the innovation.

□ Materials partially incorporate the innovation.

□ Materials do not incorporate the innovation.

2. Reviewer Notes/Comments: The Teacher Guide provides specific instruction and guidance to teachers about how each lesson in a Topic ties back to the Quest. Teachers are provided with hints to help struggling students get through lessons and well as how to keep advanced learners challenged lesson by lesson. NGSS words and phrases are used throughout the book as prompts for questions or directions for collecting and analyzing data.


3. If this innovation is only partially incorporated, suggest additional professional learning or other support that would be needed for teachers to use the materials in a way that incorporated the innovation in their instruction.

N/A


Tool 5B: Program Level Evaluation Innovation 2: Three-Dimensional Learn- ing

This tool is to be used to collect evidence and make claims about how an instructional materials program addresses NGSS Innovation 2: Three-Dimensional Learning.

Directions



Student sense-making of phenomena and/or designing of solutions requires student performances that integrate grade-appropriate elements of the SEPs, CCCs, and DCIs.

Each chapter of Elevate Science uses the three dimensions to enable students to understand the Essential Question and related phenomena. To develop the program, authors began with the three-dimensions and then constructed coherent storylines that build continually toward a resolution of the Essential Question. Activities were designed to provide the necessary components to allow student to attain a multi-faceted comprehension of the topic. Together, these student experiences integrate the elements of the SEPs, CCCs, and DCIs in varying permutations to address one or more of the bundled performance expectations, may weight the foundation elements differently, and may include additional SEPs or CCCs to aid the coherence.

Grade 1 ExamplesIn Parents and Offspring, both of the LS PEs address the same CCC element of Patterns. Thus Patterns plays a large role in most of the activities. However, because there are multiple SEPs involved, the

□ None

□ Inadequate

□ Adequate

X Extensive


activities take a variety of forms. Some have a greater emphasis on SEP-6, some on SEP-8. In addition, SEP-6 has either a science focus (e.g., the uConnect Lab “Which Mouse Is Longer?” on p. 188) or an engineering design focus (e.g., the STEM uInvestigate Lab “How Do Nests Protect Eggs?” Thus activities can be very different even if the SEP is the same.

Addressing the ETS PEs weaves together the three dimensions in a different way. For example, the associated PE K-2-ETS1-2 is directly addressed by the STEM uEngineer It lab on p. 204, “Code the Way.” In this activity, students design a code for a video game involving robotic owl parent/offspring. The associated foundational SEP/DCI/CCC triad of Developing and Using Models/Developing Possible Solutions/Structure and Function is addressed by having students sketch a drawing of their coded video game, showing how each piece is used within the game.

Grade 4 ExamplesIn Earth’s Landforms, the chapter Quest was chosen together with a SEP/DCI/CCC grouping so that while students pursue the solution to constructing a map to find buried treasure, they are developing understandings of the elements of a particular set of DCIs that align with a bundle of performance expectations. In the process of exploring this SEP/DCI/CCC triad, students ultimately develop an understanding of the Essential Question, “How can you use maps to understand Earth’s Features?” By starting with a set of PEs and their aligned SEP/DCI/CCC elements, the Essential Question and problem-based Quest were backward engineered so that understanding of the 3-dimensional elements and Essential Question occurs simultaneously. Starting with the Quest Kickoff on pp. 152–153 and continuing throughout the chapter, students Plan and Carry Out Investigations and Analyze and Interpret Data (SEPs) of Patterns (CCC) of landforms (DCI) and of Cause and Effect (CCC) relationships between moving water and landform erosion (DCIs) in the engaging context of making a map to find buried treasure.

The assessments also involve student performances that connect the SEPs, DCIs, and CCCs. In the “Evidence-Based Assessment” on pp. 198–199, students plan investigations and analyze data (SEP) on the weathering of landforms (DCIs) by examining cause and effect relationships as observed in the patterns on a map (CCC). In the uDemonstrate Lab “How Can You Identify Minerals” on pp. 200201,


students plan and carry out an investigation and then obtain and analyze data (SEP) on the properties of mineral samples (DCIs) to observe patterns (CCC) that allow for mineral identification.

A thorough description of the coherent “Storyline” for the chapter, involving the particular chapter SEP/DCI/CCC triads, is provided in the teachers’ edition on p. TE150.

Grade 8 ExamplesIn Forces and Motion, the chapter Quest was chosen together with a SEP/DCI/CCC grouping so that while students pursue the solution to their bumper car challenge, they are developing understandings of the elements of a particular set of DCIs that align with a bundle of performance expectations. In the process of exploring this SEP/DCI/CCC triad, students ultimately develop an understanding of the Essential Question, “How is the motion of an object affected by forces that act on it?” By starting with a set of PEs and their aligned SEP/DCI/CCC elements, the Essential Question and problem-based Quest were backward engineered so that understanding of the 3-dimensional elements and Essential Question occurs simultaneously. Starting with the Quest Kickoff on pp. 118–119 and continuing throughout the chapter, students Develop Models, Plan and Carry Out Investigations, and Defend Arguments (SEPs) of Systems (CCC) of moving and interacting objects (DCIs) in the engaging context of amusement parks and colliding bumper cars.

The assessments also involve student performances that connect the SEPs, DCIs, and CCCs. In the “Evidence-Based Assessment” (pp. 162–163), students cite evidence and defend arguments (SEP) on the physics of a collision (DCIs) of a system of satellites (CCC). In the uDemonstrate Lab “Stopping on a Dime” (pp. 164–167), students plan and carry out an investigation (SEP) on the speed of basketball players and the friction of their shoes (DCIs) to determine the stability of the system (CCC) required to keep players from crashing into band members on the sidelines.



Teacher materials communicate the deliberate and intentional design underpinning the selection of three-dimensional learning goals across the program.

The teacher’s edition gives numerous opportunities for teachers to monitor student understanding. Observable evidence on student performance is collected via the following experiences:

Quest Labs, Quest Check-Ins, and Quest Findings uInvestigate, uDemonstrate and STEM labs performance based assessments enrichments, visual literacy lesson quiz and topic assessments evidence based assessments.

The teacher’s edition incorporates strategies to address struggling students. Reading checks and math toolbox allow for checking for understanding as teachers make cross-curricular connections. Career connections check for application in real life connections.

□ None

□ Inadequate

□ Adequate

X Extensive

Student materials include accessible and unbiased formative and summative assessments that provide clear evidence of students’ three-dimensional learning.

What to look for as evidence in the student materials:

● Materials regularly elicit direct, observable evidence of three-dimensional learning (SEP, DCI, CCC);

● Materials include authentic and relevant tasks that require students to use appropriate elements of the three

● Provide a range of item formats, including construct-response and performance tasks, which are essential for the assessment of three-dimensional learning consonant with

□ None

□ Inadequate

□ Adequate

X Extensive


the framework and the NGSS.Elevate Science is rich with assessment types that, when combined, work together to assess three-dimensional learning:Pre-assessment Show What You Know

Formative Assessment Lesson Check Reading Check Math Tool Box CCC Tool Box Visual Literacy Math Connection

Summative Assessment End of Lesson Quiz/Lesson Check Show What You Learned Topic Assessment Evidence Based Assessment

Self-assessment Lesson Check at the end of each lesson, Reading Check throughout

the student edition

Additionally, non–paper-and-pencil assessment opportunities include Performance-based Assessments STEM activities Quest, Quest Check-In, and Quest Findings uDemonstrate



Over the course of the program, a system of assessments coordinates the variety of ways student learning is monitored to provide information to students and teachers regarding student progress for all three dimensions of the standards.

What to look for as evidence in the assessment system:

● consistent use of pre-, formative, summative, self- and peer-assessment measures that assess three-dimensional learning,

● consistent support for teachers to ad- just ● support for teachers and other leaders to make

program level decisions based on unit, interim, and/or year long summative

Grade 1: Parents and OffspringStudent Worktext Quest Problem Based Learning Project uConnect Lab: Student worktext directs students to analyze and

interpret their data. uInvestigate It Lab: Student worktext directs students analyze and

interpret their data. Quest Check-In is provided at the end of the lesson. uEngineer It (at the end of lesson 2): Opportunity for students to

think, plan and design like engineers Quest Findings: Show What You FoundLesson 2 and 3 both follow a similar pattern with uInvestigate It Labs embedded in the lesson and a Quest Check-In at the end of each lesson.

Teacher EditionThe Quest is a problem based learning project that students work on throughout the unit. A “Focus on Mastery” at the beginning of the Quest outlines what

□ None

□ Inadequate

□ Adequate

X Extensive


students need to know and be able to do by the end of the Quest. This helps teachers know how to check for understanding along the way.

A Quest checklist is provided as a management tool for students to keep track of the Quest tasks they have completed.

Quest rubric is provided as a self-assessment tool to help students evaluate their own performance as they complete the Quest project.

uConnect Lab allows students to explore and demonstrate performance of science practices connected to their understanding of the DCIs and CCCs. The Teacher Edition highlights the science practice students will be focusing on and how this experience connects to students demonstrating mastery in the performance based assessment.

uInvestigate Lab provides another opportunity for students to demonstrate performance of practices connected with their understanding of the DCIs and CCCs. The practice is again highlighted.

Focus on Mastery teaching strategies are provided for each Quest Check-In. Again, the science practice highlighted.

Teacher support for the uEngineer It, found at the end of lesson 2, outlines the engineering design process.

The subsequent lessons follow a similar pattern with uInvestigate Labs embedded in the lesson and a Quest Check-In at the end of each lesson. In addition, a rubric is provided to aid teachers in assessing students’ Quest Findings.

Grade 4: Earth’s FeaturesStudent Worktext Quest Problem Based Learning Project uConnect Lab: Student worktext prompts students to analyze and

interpret their data. uInvestigate Lab: Student worktext prompts students to analyze and

interpret their data. Quest Check-In is provided at the end of the first lesson. uEngineer It provides the opportunity for students to think, plan, and

design like engineers. The remaining lessons all follow a similar pattern with uInvestigate Labs embedded in the lesson and a Quest Check-In at the end of each lesson. At


the end of the unit, a Quest Findings activity prompts students to plan, prepare, and present their Quest Findings








Teacher support for the uEngineer It outlines the engineering design process.

The subsequent lessons follow a similar pattern with uInvestigate Labs embedded in the lesson and a Quest Check-In at the end of each lesson. In addition, a rubric is provided to aid teachers in assessing students’ Quest Findings.

Grade 8: Forces and MotionStudent Worktext Quest Problem Based Learning Project uConnect Lab: Student worktext prompts students to analyze and


interpret their data. uInvestigate Lab: Student worktext prompts students to analyze and

interpret their data. Quest Check-In is provided at the end of the first lesson. uEngineer It provides the opportunity for students to think, plan, and

design like engineers. The remaining lessons all follow a similar pattern with uInvestigate Labs embedded in the lesson and a Quest Check-In at the end of each lesson. At the end of the unit, a Quest Findings activity prompts students to plan, prepare, and present their Quest Findings








Teacher support for the uEngineer It outlines the engineering design process.

The subsequent lessons follow a similar pattern with uInvestigate Labs embedded in the lesson and a Quest Check-In at the end of each lesson. In


addition, a rubric is provided to aid teachers in assessing students’ Quest Findings.

When appropriate, links are made across the science domains of life science, physical science and Earth and space science.

What to look for as evidence:● Disciplinary core ideas from different

disciplines are used together to explain phenomena.

● The usefulness of crosscutting concepts to make sense of phenomena or design solutions to problems across science domains is highlighted.

In general, the chapters are written at a small-enough granular level that the bundling of performance expectations is usually done within a single science domain. However, in some cases it is appropriate for chapters to bundle PEs across different science domains. Some examples are listed below: Grade K “Needs of Living Things” (bundling K-LS1-1 and K-ESS3-1), Grade 4 “Human Uses of Energy” (bundling 4-ESS3-1 and 4-PS3-4) Grade 5 “Movement of the Earth and its Moon Around the Sun”

(bundling 5-PS2-1, 5-ESS1-1, and 5-ESS1-2) Grade 5 “Energy and Food” (bundling 5-PS3-1, 5-LS1-1, and 5-LS2-1) Grade 8 “History of Earth” (bundling MS-ESS1-4 and MS-LS4-1).

Discussions and presentations of the crosscutting concepts, particularly in the TE, identify how that particular CCC applies to other phenomena across other science domains in order to satisfy the guiding CCC principle of reiteration and reinforcement.

Grade 1 ExamplesIn Parents and Offspring, when Using Patterns is described in the “Focus on Mastery” feature (p. TE194), the feature urges teachers to point out other patterns in nature, such as the way the sun appears to move across the sky each day, and to ask students to identify other patterns that they

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know.

Grade 4 Examples Earth’s Features focuses primarily on patterns. Patterns are also addressed in the Waves and Information (with the predictable patterns that propagating waves make), and The History of Planet Earth (with patterns in the stratigraphic rock record). Cause and Effect is not only addressed in Earth’s Landforms, but also in Energy and Motion (with the cause and effect of forces and motions), Human Uses of Energy (with what happens when fossil fuels are burned), and Earth’s Natural Hazards (with what happens to homes when hazards such as floods, volcanic eruptions, and earthquakes occur).

Grade 8 ExamplesIn Forces and Motion, the CCCs involve system models and the stability and change of systems. Examples are chosen from life science (kids playing basketball in the uDemonstrate It lab on pp. 164–167) and from space science (such as the Case Study on the Global Positioning System, “Finding Your Way With GPS,” (pp. 138–139) and the Evidence-Based Assessment on the DART satellite system (pp. 162–163).






2. Reviewer Notes/Comments


Tool 5C: Program Level Evaluation Innovation 3: Building Progressions

This tool is to be used to collect evidence and make claims about how an instructional materials program addresses NGSS Innovation 3: Building Progressions.

Directions


Claim Evidence Sufficient evidence to support the claim?

Students engage in the science and engineering practices with increasing grade-level appropriate complexity over the course of the program.

From Carol: On page 54 of Grade 4, students are given instructions on rolling a number cube and writing down the resulting numbers as the procedure for a lab. On page 382, students are told to choose two organs and think of a way to test how those organs work, write their own plan and record their own observations. As students progress through the topics, they are given more opportunity for input, and they are given more space and more lines to write down their plans and ideas, clearly indicating that they do more Planning and Conducting a Laboratory Investigation.

From the Equip text:Vertical coherence across multiple grade bands is summarized by a scaffolded Learning Progressions chart in the TE at the start of each chapter. This chart shows how each of the chapter-related SEPs, DCIs, and

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CCCs builds coherently across the K-2, 3-5, 6-8, and 9-12 grade bands. All K-8 grades were designed together to create a coherent Elevate Science K-8 flow that balances the presentation of not only the DCIs but the SEPs and CCCs as well.



Students utilize the crosscutting concepts with increasing grade-level appropriate complexity over the course of the program.

On page 8 of Grade 4, students are told, “A cause can result in more than one effect. Find the cause in the photo that has two effects.” This is a simple thought process for students to engage in. On page 368 students are asked, “Look in the mirror to see how your teeth are shaped. Contrast the front teeth and the back teeth. How are they different? How are these two kinds of teeth use differently.” Answering these questions may require a student to conduct a mini investigation about eating and how teeth are used in the biting and chewing process. Students will collect some data and analyze before being able to answer, as opposed to just observing a picture as they were asked to do in the beginning of the book.

Vertical coherence across multiple grade bands is summarized by a scaffolded Learning Progressions chart in the TE at the start of each chapter. This chart shows how each of the chapter-related SEPs, DCIs, and CCCs builds coherently across the K-2, 3-5, 6-8, and 9-12 grade bands. All K-8 grades were designed together to create a coherent Elevate Science K-8 flow that balances the presentation of not only the DCIs but the SEPs and CCCs as well.

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The disciplinary core ideas are presented in a way that is scientifically accurate and grade level appropriate.

Alignment with NGSS is significant. The progression of three-dimensional learning in NGSS was designed to align conceptual development, and the latest brain research was used in the development process. Elevate Science completely aligns with the content required at each grade or grade span and provides a vehicle for students to use current, real world phenomena to investigate and understand science. Specific examples are given in the teacher edition to show how the three dimensions of NGSS are integrated throughout a unit. This alignment to three-dimensional learning is also presented in the teacher edition on the Learning Progression pages.

Grade 1 ExamplesIn Parents and Offspring, students are charged with matching zoo animals with their young. Topics are aligned with 1st grade NGSS Performance Expectations and are interesting and relevant to students of that age.

Grade 4 ExamplesIn Earth’s Features, the overarching problem involves a buried treasure. Students learn about Earth's features in order to locate the treasure. Topics are aligned with 4th grade NGSS Performance Expectations.

Grade 8 ExamplesIn Forces and Motion, students see many examples of forces that cause motion. Aside from the Quest involving bumper cars, students also study the motion of skateboarding, bicycling, and sledding. Topics are aligned with middle school NGSS Performance Expectations.

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Teacher materials make it clear how each of the three dimensions builds progressively over the course of the program in a way that gives students multiple opportunities to demonstrate proficiency in the breadth of the performance expectations addressed in the program.

Vertical coherence across multiple grade bands is summarized by a scaffolded Learning Progressions chart in the TE at the start of each chapter. This chart shows how each of the chapter-related SEPs, DCIs, and CCCs builds coherently across the K-2, 3-5, 6-8, and 9-12 grade bands. All K-8 grades were designed together to create a coherent Elevate Science K-8 flow that balances the presentation of not only the DCIs but the SEPs and CCCs as well.

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Each unit builds on prior units by addressing questions raised in those units, cultivating new questions that build on what students figured out, or cultivating new questions from related phenomena, problems, and prior student experiences.

What to look for as evidence:

For each of the units, look at the transitions into and out of the units. Are the units linked together from a student’s perspective?

As students progress through lessons and units in Elevate Science, they are consistently brought back to the initial Quest. Through questioning, they are able to make connections and grow in understanding of concepts by completing the activities in each unit. Each topic also contains a “Storyline” to help teachers communicate the “big picture” idea for the unit so students can see how one lesson connects to the next and to the Quest presented at the beginning of the Topic.

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Teacher materials clearly explain the design principles behind the se- quencing of the storyline.

The teacher edition in Elevate Science contains information to help teachers build coherence both in and out of the science classroom. a “Topic Launch” statement connects to prior topics “Lesson Summaries and Objectives” give teachers an

overview of the Topic. a correlation to the Common Core standards is provided,

enabling teachers to simultaneously engage in Common Core and NGSS

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Student materials engage students with the nature of science and engineering, technology, and applications of science over the course of the program.

The nature of science and engineering refers to the idea that over time, humans grow in their skills and practices, which allow them to understand the world we live in and grow in knowledge about our world over time. Elevate Science clearly embraces this ideal. By being aligned with NGSS, students grow in three-dimensional learning over time as they progress through the program. Students are explicitly exposed to the three dimensions though activities, labs, questions and online resources. Through Elevate Science, students experience the work of scientists first hand as they conduct their own research, collaborate with other students and determine conclusions.

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Teacher materials make connections to the nature of science; engineering, technology, and applications of science over the course of the program.

The teacher edition of Elevate Science uses storylines at the beginning of each chapter to assist teachers in making important connections when introducing materials so that students see how a particular topic fits into their overall understanding of science and how science helps us understand the world that we live in. The teacher edition also contains “content refreshers” that help teachers engage their own prior knowledge so that they can delve deeper into topics.

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3. If this innovation is only partially incorporated, suggest additional professional learning or other support that would be


needed for teachers to use the materials in a way that incorporated the innovation in their instruction.

Tool 5D: Program Level Evaluation Innovation 4: Alignment with English Language Arts and Mathematics

This tool is to be used to collect evidence and make claims about how an instructional materials program addresses NGSS Innovation 4: Alignment with English-Language Arts and Mathematics.

Directions


Claim Evidence Sufficient evidence of quality?

Materials engage students with English language arts in developmentally appropriate ways (supporting state English-language arts standards)

This program is aligned and correlated to the CCSS ELA standards at all levels. These standards have informed the content matter, labs, interactivities, and assessments. The exact CCSS ELA standards that correspond to the performance expectations are identified at the start of each lesson, together with the PEs, as well as in the TE Planner for each lesson. The ELA CCSSs are reinforced for students using the “Literacy Connection” (once per lesson) and “Reading Check” tools (several times per lesson), again, with exact CCSSs identified in the TE. Reading skills are further supported by “Vocabulary” and “Academic Vocabulary” lists, digital vocabulary apps, “Write About It” callouts, which ask students to journal aspects of the lesson, and ELD support, which provides opportunities for students on Entering, Beginning, Developing, Expanding, and Bridging their reading skills.

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Grade 1 ExamplesThe performance expectations bundled for Parents and Offspring are 1-LS1-2, 1-LS3-1, K-2ETS1-2. The associated ELA Common Core standards that are addressed are RI.1.1, RI.1.2, RI.1.10, W.1.7, and W.1.8. CCSS RI.1.1 is reinforced throughout the chapter with items such as

the “Asking Questions” text on p.211, and “answering questions” appears repeatedly in each of the lessons. In many places, multiple teacher questions are scaffolded to address different depths of knowledge, such as on TE pp. 192, 193, 198, 199, 200, 201, 208, 209, and 212.

CCSS RI.1.2, is supported by a full-page Literacy Connection on p. 189, a follow-up Literacy Toolbox activity on p. 192, and five different Reading Checks. There are also three Vocabulary lists, one for each lesson.

CCSS RI.1.10 is addressed throughout the three lessons as students read grade-appropriate informational text with support provided by the teacher and by non-textual visual features.

CCSS W.1.7 is directly addressed by labs in which students work in groups and write their findings These include the uConnect on mouse length (p. 188), the uInvestigate on plate growth (p. 191), the Quest Check-In on life cycles (p. 194), the uInvestigate on young plants (p.197), the uInvestigate on bird nests (p .207), the uDemonstrate on organism growth (p. 22), and in the TE with the “Focus on Mastery” Asking Questions activity on p. TE211 and the “Career Connection” about nature scientists on p. TE217.

CCSSW.1.8 is addressed by the Evidence-Based Assessment on pp. 220–221, in which students are given a text to read and are asked to write information they have recalled from it.

Grade 4 ExamplesThe Common Core ELA standards that align with the associated Performance Expectations for Earth’s Features are RI.4.7, W.4.7 and W.4.8. RI.4.7 is addressed by the Visual Literacy Connection “How can you

see the same place in different ways?” (pp. 160–161), with “Critical Thinking” about the Virginia Resource Map in the “Literacy Toolbox” (p. 162), the video on Earth’s features (p. 166), the video


on minerals and soil (p. 174), the Visual Literacy Connection (pp. 178–179), the video on weathering and erosion (p. 184), and the “Critical Thinking” with maps (p. TE-189).

W.4.8 is addressed by the “Cite Evidence” Science Practice Toolbox (p. 168) and by the “Using Technology to Communicate” activity (p. TE-194).

In addition, CCSS RI.4.1, addressing drawing conclusions from a written text, is emphasized by the Literacy Connection (p. 155), the Literacy Toolbox (p. 162), and the Reading Checks on “Draw Conclusions” (pp. 155, 158, 168, 176, 186, 191, 193).

Grade 8 ExamplesThe ELA Common Core standards that align with the associated Performance Expectations for Forces and Motion are RST.6-8.1, RST.6-8.2, RST.6-8.4, RST.6-8.7, WHST.6-8.1.B, WHST.6-8.2.D, WHST.6-8.7, and RI.8.1. RI.8.1 is directly addressed by the Reading Check “Identify (p. 124). RST.6-8.1 is directly addressed by the Reading Check “Explain” (p.

130) and the Literacy Connection “Use Information”(p. 141). RST.6-8.2 is directly addressed by two” Summarize” Reading Checks

(pp. 136 and 154). RST.6-8.4 is directly addressed by the Reading Check “Determine

Conclusions” (p. 132) and also by the Reading Check “Apply Concepts” (p. 144).

RST.6-8.7 is directed addressed by the Reading Check “Determine Conclusions,” (p. 121).

WHST.6-8.1.B is directly addressed by the Reading Check “Write Arguments” (p. 152) and by the Literacy Connection “Write Arguments” (on p. 155).

WHST.6-8.2.D is directly addressed by “Determine Conclusions” (p. 135).

WHST.6-8.7 is directly addressed by the Literacy Connection “Draw Evidence” (p. 124).

In addition, ideas for ELD Support appear in the teachers’ edition on pp. 121, 129, 141, and 151, and teacher support for enacting Differentiated Instruction appears on pp. 123, 125, 131, 133, 135, 143, 145, 147, 153, 155, 157, 163, and 167.



Materials engage students with mathematics in developmentally appropriate ways (supporting state mathematics standards)

This program is aligned and correlated to the CCSS Math standards at all levels. These standards have informed the content matter, labs, interactivities, and assessments. The exact CCSS Math standards that correspond to the performance expectations are identified at the start of each lesson, together with the PEs, as well as in the TE Planner for each lesson. The Math CCSSs are reinforced for students using the “Math Toolbox” activities and assessments, which appear in each lesson, with the exact CCSS identified in the TE, and the “STEM Math Connection” tasks, which have students address math topics related to the scientific DCIs of the lesson.

Grade 1 ExamplesThe performance expectations bundled for Parents and Offspring are 1-LS1-2, 1-LS3-1, K-2ETS1-2. The associated Math Common Core standards addressed are MD.A.1 and 1.NBT.B.3. CCSS 1.MD.A.1 is directly addressed in the Math Toolbox (p. 202) in

which cubes are used to measure the lengths of different objects. CCSS 1.NBT.B.3 is directly addressed in a STEM Math Connection

activity (p. 215), in which two two-digit numbers of animals are compared using “>” or “<” symbols.

Grade 4 ExamplesThe Math Common Core standards that align with the associated Performance Expectations for Earth’s Features are MP.2, MP.4, MP.5, 4.MD.A.1, and 4.MD.A.2. MP.2 is addressed by the “Draw Conclusions” Literacy Connection

(p. 155). MP.5 is addressed in the various Labs (pp. 154, 157, 175, 180, 185,

192, and 200–201). 4.MD.A.1 is partially addressed by the map activity (pp. 170–171).

Grade 8 ExamplesThe Math Common Core standards that align with the associated

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Performance Expectations for Forces and Motion are 6.EE.C.9, 6.RP.A.2, 7.EE.B.3, 7.EE.B.4, and 8.F.A.3. 6.EE.C.9 is directly addressed by the Math Toolbox “Graphing

Acceleration” (p. 136). 6.RP.A.2 is directly addressed by the Math Toolbox “Analyze

Relationships” (p. 156) and also addressed by the Average Speed calculation (p.130).

7.EE.B.3 is directly addressed by the Math Toolbox “Apply Mathematical Concepts” (p. 126).

7.EE.B.4 is directly addressed by the Math Toolbox “Evaluate Expressions” (p. 144).

8.F.A.3 is directly addressed by the Math Toolbox “Solve Linear Equations” (p. 131).

Teacher materials make connections to state mathematics and English-language arts standards and incorporate teaching strategies that support this student learning where appropriate.

The teacher materials make explicit connections to the Common Core; the Math and ELA standards that are connected to each topic are found at the beginning of each chapter. Specific examples of how these standards are addressed are listed above.

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Tool 5E: Program Level Evaluation Innovation 5: All Standards, All Stu- dents

This tool is to be used to collect evidence and make claims about how an instructional materials program addresses NGSS Innovation 5: All Standards, All Students.

Directions


Claim Evidence Sufficient evidence of qual ity?

Students have substantial opportunities to express and negotiate their ideas, prior knowledge, and experiences as they are using the three dimensions of the NGSS to make sense of phenomena and design solutions to problems.

The Elevate Science Program Provides supports for teachers to meet the needs of all students. The Teacher Editions provide differentiated instruction (DI) strategies to address struggling students and advanced learners. Leveled readers are also provided.The program also provides teaching strategies to meet the needs of English language learners at all levels.

Grade 1 - Parents and Offspring Teacher EditionDifferentiated Instruction Strategies pp. 185, 192-3, 199-200, 205, 210, 212, 214, 216

ELD Support pp. 190, 196, 198, 206,

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Grade 4 Earth’s Features - Teacher EditionDifferentiated Instruction Strategies pp. 151, 155, 160, 163, 165, 168, 170, 173, 177-8, 180, 186, 191, 195

ELD Support pp. 156, 161, 166, 169, 174, 176, 184,

Grade 8 Forces and Motion - Teacher EditionDI Strategiespp. 117, 119, 123, 125, 131, 133, 135, 139, 143, 145, 147, 153, 155, 157

ELD Supportpp. 121, 129, 141, 151



Teacher materials anticipate common student ideas and include guidance to surface and challenge student thinking.

Elevate Science Teacher Edition provides examples of possible misconceptions, and questions to challenge student thinking. The program also provides discussion questions in the Teacher Edition to engage students in discussion to give opportunities to make student thinking visible.

Some Teacher Edition examples are as follows:Grade 1 p. 201 Possible MisconceptionsGrade 4 p. 187 Possible MisconceptionsGrade 8 p. 144 Career and College ReadinessGrade 8 p. 143 Academic Vocabulary “Spark a discussion…Grade 8 p. 142 Address Misconceptions

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Students regularly engage in authentic and meaningful learning experiences that reflect the practice of science and engineering as experi- enced in the real world.

What to look for as evidence:● Students experience phenomena or design problems as directly as

possible (firsthand or through media representations).● Includes suggestions for how to connect instruction to the

students' home, neighborhood, community and/or culture as appropriate.

● 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.

Because each chapter builds coherently toward answering an Essential Question and solving a Quest challenge, the motivation for each successive stage of the chapter comes from the experiences of the students as they perform an array of activities (identified in Part B) and generate new questions. At the start of each chapter, the “Topic Launch” galvanizes student questions and provides new experiences with materials that build upon students’ existing understandings and focus them on a single, particular, big-picture phenomenon-based task. The main vehicle for this is the “Quest,” which carries this phenomenon across the entire chapter, reinforced within each of the lessons. Additional “Question It”

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activities within the lessons directly challenge students to “Ask Questions” about concepts related to the scientific phenomenon being addressed.

Grade 1 ExamplesIn Parents and Offspring, the Quest Kickoff/Topic Launch begins with a video presentation that challenges students to think about how parents and their offspring live in nature. Students then Analyze Data as they carry out a hands-on lab in which they identify features of animals. The Kickoff concludes with a song and coloring activity about a sea turtle. A provided Quest Checklist helps guide students through the rest of the chapter’s Quest activities, as well as a Quest Rubric that provides formative assessment for them to see how well they succeed in the Quest. These experiences, related to the topic of parents and offspring, provide the motivation for three related lessons. Throughout, student questions are fostered with components such as the “Focus on Mastery” text on “Asking Questions,” on p. TE211.

Grade 4 ExamplesIn Earth’s Features, after students take a Topic Readiness Assessment test, the Topic Launch provides students with phenomenon-related activities that motivate them to pursue sense-making of the Essential Question and solve the Quest challenge. The Quest Kickoff, “Does X Mark the Spot? That’s Up to You!” (pp. 152–153), introduces the Quest design challenge. Online materials include a video about a geologist’s career as well as short-answer prompts and interactive screens that provide practice in reading a map (to find buried treasure). An online Quest Checklist helps guide students through the rest of the chapter’s Quest activities, and a Quest Rubric provides formative assessment for them to self-evaluate their progress as they complete the Quest project. A Professional Development Video, called out on p. TE151, provides support on teaching strategies for the chapter.

Because Elevate Science is a coherent K–8 program, instruction can also rely upon experiences from previous grades. For this Grade 4 chapter, students were introduced to Earth’s features in previous grades and will now build upon this knowledge as they learn about the composition and structure of Earth’s surface and how natural forces have continuously altered Earth’s features.

Grade 8 ExamplesIn Forces and Motion, after students take a Topic Readiness Assessment test, the online Quest Kickoff, called out in the worktext on pp. 117–119, begins with an NBC LEARN video on Building a Better Bumper Car. Students then explore the topic with a hands-on uConnect Lab on Identifying Forces. The Quest Kickoff includes a Quest Checklist that helps guide students through the remainder of the Quest activities, as well as a Quest Rubric that provides formative assessment for them to see how well they succeed in the Quest. These experiences, all related to the Essential Question on forces and motion, provide the motivation for the following four related lessons. Throughout, students are challenged to ask questions and share prior experiences related to the Essential Question with components such as the “Activate Prior Knowledge” teacher support on pp. TE123, TE129, TE151, and the “Spark a Discussion” teacher support on p. TE143. Student questions on the topic are also fostered with the “Question It” activity entitled “Applying


Newton’s Laws” that challenges students to ask questions related to how birds manage to sit on swings without falling off.


Teacher materials provide guidance for using effective teaching strategies that engage students in real world phenomena and authentic design problems


● When phenomena may not be relevant or clear to some students (e.g., crop growth on farms), the materials offer alternate engaging phenomena or problems to the teacher

● Varied phenomena

A wide variety of student-centered activities are incorporated in each chapter in order to provide students with multiple perspectives on the phenomenon-based chapter theme.

Quest Activities run throughout each chapter, reinforcing the Essential Question and Phenomenon-based Question. These activities include a Quest Kickoff, Quest Connection, Quest Check-Ins, and a Quest Rubric.uEngineer It! activities are integrated into each chapter. These activities take students through the complete engineering design process and incorporate appropriate DCIs and CCCs.STEM Math Connection activities, found throughout the program, focus on the SEPs of Analyzing and Interpreting Data and Using Mathematics and Computational Thinking.Informational Text reading and interactive note-taking opportunities occur page after page in the student worktext. These features require students to use the practices and crosscutting concepts while they synthesize the DCIs.Inquiry Labs are STEM-focused scientific and engineering practices-based activities and are found throughout the program. These STEM labs go by several different names (“uConnect,” “uInvestigate It,” “uEngineer It,” “uDemonstrate”), depending on the approach and primary science and engineering practices that are highlighted. Open Inquiry activities are included for each chapter. These require students to perform SEPs such as Plan and Carry out Investigations. In these activities, students ask a different question and choose a new variable to manipulate.Performance Expectation Activities, which take a variety of forms, are included for each Performance

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Expectation. These can be used as instruction or assessment of mastery of the PE. Activities may be hands-on, group work, research, drawing and modeling, or whatever is required of the PE to demonstrate mastery of the DCI.

In addition, a variety of digital online resources are available to increase student understanding. These include videos by NBC Learn, Mini Games, Virtual Labs, Interactivity materials, Leveled Readers (providing additional content text at on, below, and advanced levels), STEM Engineering Readers, Remediation (editable auto-assigned documents based on online formative assessments), and Assessments (Topic Readiness tests and Lesson Quizzes). Editable versions of the in-text labs are also available online.Teaching support is provided for all of these various activities and resources.

Materials provide suggestions for how to attend to students’ diverse skills, needs, and interests in varied classroom settings.


● 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 the grade level.

● Extra support (e.g., phenomena, representations, tasks) for students who are struggling to meet the targeted expectations.

● Extensions for students with high interest or who have already met the performance expectations to develop deeper understanding of the practices, disciplinary core ideas, and crosscutting concepts.

Elevate science includes full color diagrams and pictures that support students that have special needs or who struggle to meet the targeted expectations. Grade 1 ExamplesIn Parents and Offspring, students have the opportunity to see and reflect on many pictures of animal parents and offspring and are asked to draw how a parent protects their young rather than write about it.

Grade 4 ExamplesIn Earth’s Features, students have the opportunity to see and reflect on many pictures of landforms and maps and are often asked to draw as a response to a question rather than write the answer in words. Students are asked to draw landforms, sketch trails, and model how weathering affects Earth’s surface over time. This allows students who struggle with writing opportunities to demonstrate that they too understand the science.

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Grade 8 ExamplesIn Forces and Motion, students have the opportunity to see and reflect on many examples of forces and motion as well as analyzing data tables and reviewing samples of practice calculations. Students may present their ideas as drawing and mathematical calculations as an alternative to answering questions in words. This allows students who struggle with writing opportunities to demonstrate that they too understand the science

Elevate science provides a variety of activities to meet students’ different learning needs. Grade 1 ExamplesIn Parents and Offspring, students explore a real-life scenario by completing the Quest on matching parents with offspring. They also can express themselves visually by drawing pictures of parents and offspring as well as writing about how parents take care of young. Students also engage in hands-on learning opportunities by completing STEM uInvestigate labs such building a nest to more deeply understand how animal parents protect their young.

Grade 4 ExamplesIn Earth’s Features, students read about the effects of weathering and erosion on landforms, examine pictures of landforms that have undergone weathering and erosion over time, and engage in labs to explore actual weathering and erosion of a rock and cardboard cutouts.

Grade 8 ExamplesIn Forces and Motion, students have the opportunity to engage in lab activities, complete calculations and analyze data to understand the relationship between forces and motion. Using what they have learned, they explore a real-life scenario by designing a better bumper car.

Elevate Science also provides a digital platform that includes videos, e-text, interactive items, virtual labs, games, and additional assessments to assist all students in mastering the skills and concepts covered in the topic.

Additionally, the teacher editions in Elevate Science contain explicit recommendations in each chapter for differentiation.

Grade 1 - Parents and Offspring Teacher EditionDifferentiated Instruction Strategies pp. 185, 192-3, 199-200, 205, 210, 212, 214, 216


ELD Support pp. 190, 196, 198, 206,

Grade 4 Earth’s Features - Teacher EditionDifferentiated Instruction Strategies pp. 151, 155, 160, 163, 165, 168, 170, 173, 177-8, 180, 186, 191, 195

ELD Support pp. 156, 161, 166, 169, 174, 176, 184,

Grade 8 Forces and Motion - Teacher EditionDifferentiated Instruction Strategiespp. 117, 119, 123, 125, 131, 133, 135, 139, 143, 145, 147, 153, 155, 157

ELD Supportpp. 121, 129, 141, 151








Tool 6: PEEC Evidence Summary

This tool is to be used summarize evidence collected in all three phases of PEEC.

Directions

Complete the table below by transferring the data from each of the three Phases of PEEC.

Innovation

Phase 1 Phase 2 Phase 3

Prescreen Unit Evaluation (EQuIP summary)

Program Level Evaluation

Making Sense of Phenomena & Designing Solutions to Problems

Shows Promise? X

X Materials incorporate the innovation.



X Materials incorporate the innovation.





InnovationPrescreen Unit

Evaluation (EQuIP summary)


Three-Dimensional Learning Shows Promise?

X Materials incorporate the innovation.






Building K–12 Progressions n/a X Materials incorporate the innovation.








InnovationPrescreen Unit

Evaluation (EQuIP summary)


Alignment with English language arts and Mathematics

n/a X Materials incorporate the innovation.






All Standards, All Students n/a X Materials incorporate the innovation.

□ Materials partially


□ Materials partially


incorporate the innovation.


incorporate the innovation.


Tool 7: Final Evaluation

This tool is used at the end of the PEEC process to make a final recommendation about an instructional materials program.

Directions

Reflect on the summary table and the other evidence collected to make a final claim about whether the instructional materials program is designed to provide adequate and appropriate opportunities for students to meet the performance expectations of the NGSS. Once this claim is established, explain how the data in Tool 6: Program Level Evaluation Evidence Summary support this conclusion and highlight the most compelling evidence from each of the phases of PEEC to support the claim. After establishing the evidence for the claim, summarize any recommendations for what would need to happen during implementation of the materials to address any weaknesses that were identified in the analysis.

Claim

Title of instructional materials under review: (does) provide adequate and appropriate opportunities for students to meet the performance expectations of the NGSS.

Evidence-Based ResponseImplementation of NGSS in the classroom requires a change in not only the content teachers teach, but also, more importantly, in how they teach. NGSS requires that teachers provide learning experiences that mimic the work of actual scientists and engineers. In order to do this, instructional materials must be designed in such a way that they lead students down a path of inquiry and allow them to learn three dimensionally. Elevate Science consistently refers to and incorporates three dimensional learning; students learn about scientific phenomena by engaging in the science


and engineering practices and making the connections that help them understand how science fits together to explain the world that we live in. Students are constantly exploring and making sense of phenomena through experimentation and analysis of data. Within a single year of study as well as over many years, students grow in their skills and understanding of science by engaging in more challenging practices and making deeper connections. In Elevate Science there is a defined progression over time that demonstrates the growth and connections that students make from one year to the next.

Elevate Science is explicitly and purposefully aligned to the Common Core ELA and Math Standards. These connections are included at the beginning of every chapter so that teachers and schools that feel pressed for finding enough time in the day to cover all subjects can consider that students can be studying science and mastering the Common Core as well. Teachers always known that in order to do science, students must also be able to do math and reading/writing. Elevate Science makes the incorporation of math and reading/writing obvious. Just as we know as adults that subjects that were taught in isolation in school must be connected in our adult world of work. Now students can begin to see why a scientist needs to know how to write well or how to make a claim and support an argument.

Finally, Elevate Science includes not only directions to teachers about how to differentiate the learning for both struggling students and students that need advanced instruction, but also provides assistance for those struggling with language barriers. Additionally, there is an abundance of activities for students to complete so that every learner has an opportunity to engage in a process that will help him or her master every topic.

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