Report Overview
Summary of Alignment & Usability: California Elevate Science | Science
Science K-2
The instructional materials reviewed for Grades K-2 do not meet expectations for Alignment to NGSS, Gateways 1 and 2. Gateway 1: Designed for NGSS; Criterion 1: Three-Dimensional Learning does not meet expectations. While the learning sequences incorporate the three dimensions in a few lessons, the materials do not consistently integrate them into three-dimensional learning opportunities for students. Only a few opportunities for student sensemaking occur with the three dimensions in each grade level; student sensemaking is consistently two-dimensional with SEPs and DCIs. The summative assessments are not consistently three dimensional and do not consistently measure the three dimensions for the topic-level objectives (PEs). The lesson-level objectives are also not three dimensional. Criterion 2: Phenomena and Problems Drive Learning does not meet expectations. Phenomena are not present and therefore are not able to be connected to DCIs, presented to students as directly as possible, nor drive learning and use of the three dimensions within or across lessons. Of the few problems present across the grade band, they are not consistently connected to DCIs, presented directly as possible, nor do they provide opportunities to elicit and leverage students’ prior knowledge and experience. Further, no problems drive learning and use of the three dimensions.
Kindergarten
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Usability
1st Grade
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Usability
2nd Grade
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Usability
Science 3-5
The instructional materials reviewed for Grades 3-5 do not meet expectations for Alignment to NGSS, Gateways 1 and 2. Gateway 1: Designed for NGSS; Criterion 1: Three-Dimensional Learning does not meet expectations. The materials do not consistently integrate the three dimensions into learning opportunities for students. No opportunities for student sensemaking occur with the three dimensions and few opportunities for student sensemaking are two dimensional with SEPs and DCIs. The summative assessments are not consistently three dimensional and do not consistently measure the three dimensions for the topic-level objectives (PEs). The lesson-level objectives are also not three dimensional. Criterion 2: Phenomena and Problems Drive Learning does not meet expectations. Phenomena are not present and therefore are not able to be connected to DCIs, presented to students as directly as possible, nor drive learning and use of the three dimensions within or across lessons. Of the few problems present, they are not consistently connected to DCIs, presented directly as possible, nor do they provide opportunities to elicit and leverage students’ prior knowledge and experience. Further, no problems drive learning and use of the three dimensions.