Science Unit Evaluation Notes

Unit Overview

  • Unit Name: How can science help make our lives better?
  • Grade Level: High School
  • Review Date: February 2019
  • Overall Rating: Revision Needed (R)

Evaluation Scores

  • NGSS 3D Design: 2
  • Instructional Supports: 2
  • Monitoring Student Progress: 1
  • Total Score: 5 (out of 9)

Category I: NGSS 3D Design Score

A. Explaining Phenomena / Designing Solutions - Extensive

  • **Findings: **
    • Evidence shows learning is driven by understanding Duchenne muscular dystrophy (DMD).
    • Students reflect on their learning and driven questions regarding the phenomenon.
    • Examples include:
    • Viewing a DMD video, students ask questions and reflect on prior experiences.
    • Students understand muscle function and anatomy as it relates to DMD.

B. Three Dimensions - Adequate

  • Findings:
    • Students build understanding using Science and Engineering Practices (SEPs), Disciplinary Core Ideas (DCIs), and Crosscutting Concepts (CCCs).
    • Engagement in SEPs is consistent across lessons, especially in asking questions and defining problems.

C. Integrating the Three Dimensions - Adequate

  • Findings:
    • Students perform tasks integrating SEPs, DCIs, and CCCs; opportunities to connect across dimensions in applied contexts exist.

D. Unit Coherence - Extensive

  • Findings:
    • Lessons are sequenced meaningfully, revisiting DMD to deepen understanding.
    • Continuous questioning drives instructional progression.

E. Multiple Science Domains - Adequate

  • Findings:
    • Focuses on Life Sciences with connections to Engineering and Technology.

F. Math and ELA - Adequate

  • Findings:
    • Adequate opportunities for connections with English and some math practices identified but lacking in depth.

Category II: NGSS Instructional Supports Score

A. Relevance and Authority - Adequate

  • Findings:
    • Authentic tasks engage students meaningfully; introduction of DMD through video connects to real-world experiences.

B. Student Ideas - Extensive

  • Findings:
    • Class discussions foster sharing and feedback loop; multiple talk structures used (Consensus, World Cafe).

C. Building Progressions - Inadequate

  • Findings:
    • Inadequate identification/building upon student prior knowledge especially in SEPs and CCCs.

D. Scientific Accuracy - Extensive

  • Findings:
    • Content is accurate with support for addressing potential misconceptions identified.

E. Differentiated Instruction - Adequate

  • Findings:
    • General differentiation strategies provided, considered only adequate without extended diverse resources for learners.

F. Teacher Support for Unit Coherence - Extensive

  • Findings:
    • Lesson plans support teacher facilitation effectively through student-driven inquiry.

G. Scaffolded Differentiation Over Time - Inadequate

  • Findings:
    • Lacks structure for progressively supporting student engagement with SEPs over time.

Category III: Monitoring NGSS Student Progress Score

A. Monitoring 3D Student Performances - Adequate

  • Findings:
    • Evidence for using multiple dimensions to assess understandings exists but lacks breadth.

B. Formative - Inadequate

  • Findings:
    • Limited support for teachers in using formative assessment results to direct instruction; scoring support is minimal.

C. Scoring Guidance - Inadequate

  • Findings:
    • Lack of aligned rubrics and scoring guidance, only Lesson 15 has answer keys present.

D. Unbiased Tasks/Items - Adequate

  • Findings:
    • Assessment items appropriate and unbiased; includes multiple formats.

E. Coherent Assessment System - Inadequate

  • Findings:
    • Insufficient pre-, formative-, and summative assessments for 3D learning due to lack of measurement tools.

F. Opportunity to Learn - Adequate

  • Findings:
    • Some opportunities for performance demonstration exist, but written feedback structures are weak.

Recommendations for Improvement

  • Provide clearer rubrics for assessments throughout the unit to enhance instructional adaptation.
  • Incorporate additional formative assessment methods and explicit feedback mechanisms for consistent improvements.
  • Train teachers in scaffolding strategies to advance SEPs engagement gradually.
  • Include more writing assignments for diverse engagement and to support literacy integration.
  • Expand background knowledge requirements to encompass all three dimensions in teacher guidelines to strengthen unit connectivity.