Science Instructional Materials Analysis

Science Instructional Materials Analysis supporting TEKS implementation Phase 3: Assessing science content alignment IPC developed by

Science Instructional Materials Analysis: Supporting TEKS Implementation Phase 1: Phase 2: Phase 3: Phase 4: Studying the TEKS Narrowing the field of instructional materials Assessing science content alignment: IPC Assessing vertical alignment of instructional materials

Science Instructional Materials Analysis: Supporting TEKS Implementation About this resource This four-part toolkit is designed to support educators charged with leading and/or facilitating the selection of science instructional materials for their district or school buildings. These materials are based on the belief that to make informed decisions about instructional materials, educators must be knowledgeable about the Texas Essential Knowledge and Skills and engage in continuous, job-embedded professional development activities. This Science Instructional Materials Analysis toolkit affords the opportunity to do both, using a set of efficient, accurate, and thorough standards-based review and analysis process tools. The four-part toolkit consists of the following: Phase 1: Studying the TEKS The purpose of Phase 1: Studying the TEKS is to develop the current and functional knowledge of the standards that is necessary to make informed decisions regarding instructional materials. Phase 1 of the Instructional Materials Analysis process consists of a guided exploration of the standards. This exploration uses structures and tools for developing a working knowledge of the standards. Phase 1 focuses on developing a common understanding of the structure of the standards and essential ideas of horizontal and vertical alignment needed to make informed decisions about instructional materials. Phase 2: Narrowing the field of instructional materials The purpose of Phase 2: Narrowing the field of instructional materials is to help the materials selection committee take a broad and holistic survey of the many instructional materials under review to reduce the number of materials to a manageable size. Phase 3: Assessing science content alignment The purpose of Phase 3: Assessing science content alignment is to determine the degree to which the materials are aligned to the grade/course-specific standards (content and processes). In Phase 3, participants conduct an in-depth review of the two to three instructional materials selected in Phase 2. Phase 4: Assessing vertical alignment of instructional materials The purpose of Phase 4: Assessing vertical alignment of instructional materials is to determine the degree to which the materials address science content, instruction, and content depth across three or more grade levels and to provide documentation. This four-phase toolkit was developed by the Charles A. Dana Center at The University of Texas at Austin to serve educators and education leaders. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of The University of Texas at Austin. This is the fourth edition and the February 2011 release. Resources The Texas Essential for science, as well as for mathematics, English language arts, and social studies, can be downloaded free from the Texas Education Agency website via www.tea.state.tx.us/teks. The mathematics TEKS and science TEKS may also be purchased or downloaded free in printable booklet form from the Dana Center s Science and Mathematics TEKS Toolkits: www.sciencetekstoolkit.org or www.mathtekstoolkit.org. The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview ii

Copyright 2011, 2006, Charles A. Dana Center at The University of Texas at Austin Unless otherwise indicated, the materials found in this resource are the copyrighted property of the Charles A. Dana Center at The University of Texas at Austin (the University). No part of this resource shall be reproduced, stored in a retrieval system, or transmitted by any means electronically, mechanically, or via photocopying, recording, or otherwise, including via methods yet to be invented without express written permission from the University, except under the following conditions. (Note that we cannot grant you permission to use materials that we do not exclusively own. Any requests for permission to use materials that include a copyright notice other than our own should be directed to the owner of the copyright.) The following excludes materials not exclusively owned by the Charles A. Dana Center at the University of Texas at Austin. 1) Teachers and administrators can copy and disseminate this toolkit to their school or district, without obtaining further permission from the University, so long as any portion reproduced is not altered and retains all original copyright notices as above. 2) Public school districts, charter schools, education service centers, and teachers may reproduce and use printed copies of the materials for internal professional development without obtaining further permission from the University, subject to the terms and conditions listed below. 3) Other organizations or individuals must obtain prior written permission from the University for the use of these materials, the terms of which may be set forth in a copyright license agreement, and which may include the payment of a licensing fee, or royalties, or both. We use all funds generated through our materials to further our nonprofit educational mission. Please send your questions or permission requests to this address: Charles A. Dana Center Fax: 512-232-1855 The University of Texas at Austin dana-txshop@utlists.utexas.edu 1616 Guadalupe Street, Suite 3.206 www.utdanacenter.org Austin, TX 78701-1222 The Charles A. Dana Center and The University of Texas at Austin, as well as the authors and editors, assume no liability for any loss or damage resulting from the use of this resource. We have made extensive efforts to ensure the accuracy of the information in this resource, to provide proper acknowledgement of original sources, and to otherwise comply with copyright law. If you find an error or you believe we have failed to provide proper acknowledgment, please contact us at dana-txshop@utlists.utexas.edu. About the Charles A. Dana Center at The University of Texas at Austin The Dana Center works to raise student achievement in K 16 mathematics and science, especially for historically underserved populations. We do so by providing direct service to school districts and institutions of higher education; to local, state, and national education leaders; and to agencies, nonprofits, and professional organizations concerned with strengthening American mathematics and science education. The Center was founded in 1991 in the College of Natural Sciences at The University of Texas at Austin. Our original purpose which continues in our work today was to increase the diversity of students who successfully pursue careers in science, technology, engineering, and mathematics (STEM) fields. We carry out our work by supporting high standards and building system capacity; developing collaborations with key state and national organizations to address emerging issues; creating and delivering professional supports for educators and education leaders; and writing and publishing education resources, including student supports. Our staff of more than 80 researchers and education professionals has worked intensively with dozens of school systems in nearly 20 states and with 98 percent of Texas s more than 1,200 school districts. As one of the College s largest research units, the Dana Center works to further the university s mission of achieving excellence in education, research, and public service. We are committed to ensuring that the accident of where a child attends school does not limit the academic opportunities he or she can pursue. For more information about the Dana Center and our programs and resources, see our homepage at www.utdanacenter.org. To access our resources (many of them free), please see our products index at www.utdanacenter.org/products. To sign up for our professional development or learn about our services for school districts, see www.utdanacenter. org/pd and www.utdanacenter.org/districts. The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview iii

Acknowledgments Unless otherwise noted, individuals listed here are affiliated with the Charles A. Dana Center at the University of Texas at Austin. Project Director Patti Bridwell, senior program coordinator Developers and Facilitators Patti Bridwell, senior program coordinator, leadership Laurie Garland, director of program and product development David Munson, senior program coordinator, science Editorial and Production Staff Rachel Jenkins, consulting editor Tom McVey, print production manager Phil Swann, senior designer Our Thanks We gratefully acknowledge the more than 100 school districts and thousands of educators who have informed the development of these resources. The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview iv

Science Instructional Materials Analysis: A Four Phase Process Phase 1: Studying the TEKS Phase 2: Narrowing the field of instructional materials Phase 3: Assessing science content alignment In Phase 3, participants now conduct in-depth reviews of the materials selected in Phase 2. This deeper analysis allows for detailed documentation of the degree to which the materials are aligned with the TEKS. The Phase 3 process requires selection committee members to use the outlined criteria to determine a rating and to cite examples to justify their score. Additionally, this phase requires participants to document statements and/or Student Expectations that were underemphasized or missing. Implementation Selection committee members should practice applying the Phase 3 rubric and documentation form to reach consensus on a single sample. Participants determine a starting point, such as a big idea within each strand, to be analyzed across the remaining resources, and then determine a method for aggregating and analyzing the data collected. Next, determine how individuals or small groups will be organized to carry out next steps; include a timeline. Materials and Supplies Phase 3: Assessing Science Content Alignment Blackline Master (available online at www.utdanacenter.org/instructionalmaterials) multiple copies per person The 2 to 4 instructional materials selected in Phase 2 Phase 4: Assessing vertical alignment of instructional materials The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 1

Phase 3: Assessing Science Content Alignment Scoring Rubric and Documentation Form Understanding the Scoring of Important Scientific Concepts Superficially Developed Well Developed Development Important scientific ideas are alluded to simply or are missing, approached primarily from a skill level, or provided for students outside any context. Important scientific ideas are evident, conceptually developed, and emerge within the context of real-world examples, interesting problems, application situations, or student investigations. Connections Important scientific ideas are developed independently of each other (i.e., they are discrete, independent ideas). Important scientific ideas are developed by expanding and connecting to other important mathematical ideas in such a way as to build understanding of mathematics as a unified whole. Rigor and Depth Important scientific ideas are examined in isolation from broader / deeper scientific context. Important scientific ideas are applied and extended to broader and deeper scientific concepts. The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 2

Phase 3: Assessing Science Content Alignment Scoring Rubric and Documentation Form Understanding the Scoring of s Superficially Developed Well Developed Development Discrete skills and procedures are the primary focus, are developed without conceptual understanding, and are loosely connected to important scientific ideas. Skills and procedures are integrated with important scientific ideas and are presented as important skills in applying and understanding important scientific processes. Connections Skills and procedures are treated as discrete knowledge and are rarely connected to important scientific processes. Skills and procedures are integrated with and consistently connected to important scientific ideas and scientific processes. Rigor and Depth Skills and procedures are practiced without conceptual understanding outside any context and do not require the use of important scientific processes. Skills and procedures are important to the application and understanding of important scientific ideas and are embedded in inquiry. The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 3

Science: IPC Introduction (1) Integrated Physics and Chemistry. In Integrated Physics and Chemistry, students conduct laboratory and field investigations, use scientific methods during investigation, and make informed decisions using critical thinking and scientific problem solving. This course integrates the disciplines of physics and chemistry in the following topics: force, motion, energy, and matter. (2) Nature of science. Science, as defined by the National Academy of Sciences, is the use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process. This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable. (3) Scientific inquiry. Scientific inquiry is the planned and deliberate investigation of the natural world. Scientific methods of investigation are experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked. (4) Science and social ethics. Scientific decision making is a way of answering questions about the natural world. Students should be able to distinguish between scientific decision- making methods (scientific methods) and ethical and social decisions that involve science (the application of scientific information). (5) Science, systems, and models. A system is a collection of cycles, structures, and processes that interact. All systems have basic properties that can be described in space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested. Students should analyze a system in terms of its components and how these components relate to each other, to the whole, and to the external environment. The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 4

Science: Integrated Physics and Chemistry Scientic Processes Title of Instructional Materials: (1) Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A) demonstrate safe practices during laboratory and field investigations; and The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 5

Science: Integrated Physics and Chemistry Scientic Processes Title of Instructional Materials: (1) Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (B) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 6

Science: Integrated Physics and Chemistry Scientic Processes Title of Instructional Materials: (2) Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: (A) know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 7

Science: Integrated Physics and Chemistry Scientic Processes Title of Instructional Materials: (2) Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: (B) plan and implement investigative procedures, including asking questions, formulating testable hypotheses, and selecting equipment and technology; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 8

Science: Integrated Physics and Chemistry Scientic Processes Title of Instructional Materials: (2) Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: (C) collect data and make measurements with precision; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 9

Science: Integrated Physics and Chemistry Scientic Processes Title of Instructional Materials: (2) Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: (D) organize, analyze, evaluate, make inferences, and predict trends from data; and The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 10

Science: Integrated Physics and Chemistry Scientic Processes Title of Instructional Materials: (2) Scientific processes. The student uses scientific methods during laboratory and field investigations. The student is expected to: (E) communicate valid conclusions. The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 11

Science: Integrated Physics and Chemistry Scientic Processes Title of Instructional Materials: (3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 12

Science: Integrated Physics and Chemistry Scientic Processes Title of Instructional Materials: (3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions. The student is expected to: (B) communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 13

Title of Instructional Materials: (4) Science concepts. The student knows concepts of force and motion evident in everyday life. The student is expected to: (A) describe and calculate an object s motion in terms of position, displacement, speed, and acceleration; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 18

Title of Instructional Materials: (4) Science concepts. The student knows concepts of force and motion evident in everyday life. The student is expected to: (B) measure and graph distance and speed as a function of time using moving toys; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 19

Title of Instructional Materials: (4) Science concepts. The student knows concepts of force and motion evident in everyday life. The student is expected to: (C) investigate how an object s motion changes only when a net force is applied, including activities and equipment such as toy cars, vehicle restraints, sports activities, and classroom objects; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 20

Title of Instructional Materials: (4) Science concepts. The student knows concepts of force and motion evident in everyday life. The student is expected to: (D) assess the relationship between force, mass, and acceleration, noting the relationship is independent of the nature of the force, using equipment such as dynamic carts, moving toys, vehicles, and falling objects; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 21

Title of Instructional Materials: (4) Science concepts. The student knows concepts of force and motion evident in everyday life. The student is expected to: (E) apply the concept of conservation of momentum using action and reaction forces such as students on skateboards; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 22

Title of Instructional Materials: (4) Science concepts. The student knows concepts of force and motion evident in everyday life. The student is expected to: (F) describe the gravitational attraction between objects of different masses at different distances, including satellites; and The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 23

Title of Instructional Materials: (4) Science concepts. The student knows concepts of force and motion evident in everyday life. The student is expected to: (G) examine electrical force as a universal force between any two charged objects and compare the relative strength of the electrical force and gravitational force. The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 24

Title of Instructional Materials: (5) Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life. The student is expected to: (A) recognize and demonstrate that objects and substances in motion have kinetic energy such as vibration of atoms, water flowing down a stream moving pebbles, and bowling balls knocking down pins; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 25

Title of Instructional Materials: (5) Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life. The student is expected to: (B) demonstrate common forms of potential energy, including gravitational, elastic, and chemical, such as a ball on an inclined plane, springs, and batteries; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 26

Title of Instructional Materials: (5) Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life. The student is expected to: (C) demonstrate that moving electric charges produce magnetic forces and moving magnets produce electric forces; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 27

Title of Instructional Materials: (5) Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life. The student is expected to: (D) investigate the law of conservation of energy; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 28

Title of Instructional Materials: (5) Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life. The student is expected to: (E) investigate and demonstrate the movement of thermal energy through solids, liquids, and gases by convection, conduction, and radiation such as in weather, living, and mechanical systems; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 29

Title of Instructional Materials: (5) Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life. The student is expected to: (F) evaluate the transfer of electrical energy in series and parallel circuits and conductive materials; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 30

Title of Instructional Materials: (5) Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life. The student is expected to: (G) explore the characteristics and behaviors of energy transferred by waves, including acoustic, seismic, light, and waves on water as they superpose on one another, bend around corners, reflect off surfaces, are absorbed by materials, and change direction when entering new materials; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 31

Title of Instructional Materials: (5) Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life. The student is expected to: (H) analyze energy conversions such as those from radiant, nuclear, and geothermal sources; fossil fuels such as coal, gas, oil; and the movement of water or wind; and The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 32

Title of Instructional Materials: (5) Science concepts. The student recognizes multiple forms of energy and knows the impact of energy transfer and energy conservation in everyday life. The student is expected to: (I) critique the advantages and disadvantages of various energy sources and their impact on society and the environment. The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 33

Title of Instructional Materials: (6) Science concepts. The student knows that relationships exist between the structure and properties of matter. The student is expected to: (A) examine differences in physical properties of solids, liquids, and gases as explained by the arrangement and motion of atoms, ions, or molecules of the substances and the strength of the forces of attraction between those particles; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 34

Title of Instructional Materials: (6) Science concepts. The student knows that relationships exist between the structure and properties of matter. The student is expected to: (B) relate chemical properties of substances to the arrangement of their atoms or molecules; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 35

Title of Instructional Materials: (6) Science concepts. The student knows that relationships exist between the structure and properties of matter. The student is expected to: (C) analyze physical and chemical properties of elements and compounds such as color, density, viscosity, buoyancy, boiling point, freezing point, conductivity, and reactivity; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 36

Title of Instructional Materials: (6) Science concepts. The student knows that relationships exist between the structure and properties of matter. The student is expected to: (D) relate the physical and chemical behavior of an element, including bonding and classification, to its placement on the Periodic Table; and The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 37

Title of Instructional Materials: (6) Science concepts. The student knows that relationships exist between the structure and properties of matter. The student is expected to: (E) relate the structure of water to its function as a solvent and investigate the properties of solutions and factors affecting gas and solid solubility, including nature of solute, temperature, pressure, ph, and concentration. The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 38

Title of Instructional Materials: (7) Science concepts. The student knows that changes in matter affect everyday life. The student is expected to: (A) investigate changes of state as it relates to the arrangement of particles of matter and energy transfer; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 39

Title of Instructional Materials: (7) Science concepts. The student knows that changes in matter affect everyday life. The student is expected to: (B) recognize that chemical changes can occur when substances react to form different substances and that these interactions are largely determined by the valence electrons; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 40

Title of Instructional Materials: (7) Science concepts. The student knows that changes in matter affect everyday life. The student is expected to: (C) demonstrate that mass is conserved when substances undergo chemical change and that the number and kind of atoms are the same in the reactants and products; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 41

Title of Instructional Materials: (7) Science concepts. The student knows that changes in matter affect everyday life. The student is expected to: (D) analyze energy changes that accompany chemical reactions such as those occurring in heat packs, cold packs, and glow sticks and classify them as exothermic or endothermic reactions; The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 42

Title of Instructional Materials: (7) Science concepts. The student knows that changes in matter affect everyday life. The student is expected to: (E) describe types of nuclear reactions such as fission and fusion and their roles in applications such as medicine and energy production; and The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 43

Title of Instructional Materials: (7) Science concepts. The student knows that changes in matter affect everyday life. The student is expected to: (F) research and describe the environmental and economic impact of the end-products of chemical reactions such as those that may result in acid rain, degradation of water and air quality, and ozone depletion. The Charles A. Dana Center at the University of Texas at Austin Science Instructional Materials Analysis and Selection, 2011 Overview 44