Idaho Content Standards: Biology - Idaho State … · Web viewCOMPATABILITY WITH THE IDAHO CONTENT...

IDAHO STATE DEPARTMENT OF EDUCATION

Idaho Content Standards: Biology

Grades: 9 & 10

2012

Title of Material: ________________________________________

Author: ________________________________________________

Publisher: ______________________________________________

ISBN #: ________________________________________________

Reviewer: ______________________________________________

Met Content Standards Alignment: _______Yes _______No _______% Alignment

Met CCSS Alignment: _______Yes _______No _______% Alignment

Met Material Analysis Evaluation: _______Yes _______No _______% Alignment

Overall Score: _______________ Core program

Highly Recommended (87%- 100% overall):

Recommended (80%-86% overall):

_____ Intervention _____Resource

Notes:

COMPATABILITY WITH THE IDAHO CONTENT STANDARDS – GRADE 9-10 BIOLOGY

Title of Textbook and Publisher _______________________________ Date of Copyright _____________

Standards Alignment Evaluation Rubric

0 = No Alignment– Not Evident: Science content as described in the Standards is not evident..5 = Partial Alignment - Partially Evident: Science content as described in the Standards is partially evident and

there are few gaps.1 = High Alignment – Clearly Evident: Science content is fully aligned as described in the Standards and repeatedly

included to guarantee extensive opportunities for students to work with the content. Alignment is clearly evident.

N/A = Not applicable for standard.Idaho Content Standards: Biology Grades 9-10

STANDARD 1: NATURE OF SCIENCEStudents exercise the basic tenets of scientific investigation, make accurate observations, exercise critical thinking skills, apply proper scientific instruments of investigation and measurement tools, and communicate results in problem solving. Students evaluate the validity of information by utilizing the tools of scientific thinking and investigation. Students summarize their findings by creating lab reports using technical writing including graphs, charts, and diagrams to communicate the results of investigations.

Chapters and/or Page #s/ Comments

Point Value0/.5/1

Goal ObjectivesGoal 1.1: Understand Systems, Order, and Organization

9-10.B.1.1.1 Explain the scientific meaning of system, order, and organization. (648.01a)

9-10.B.1.1.1 Explain the scientific meaning of system, order, and organization. (648.01a)

Goal 1.2: Understand Concepts and Processes of Evidence, Models, and Explanations

9-10.B.1.2.1 Use observations and data as evidence on which to base scientific explanations. (648.02a)9-10.B.1.2.2 Develop models to explain concepts or systems. (648.02b)

9-10.B.1.2.3 Develop scientific explanations based on knowledge, logic and analysis. (648.02c)

Goal 1.3: Understand Constancy, Change, and Measurement

9-10.B.1.3.1 Measure changes that can occur in and among systems.(648.03b)

9-10.B.1.3.2 Analyze changes that can occur in and among systems.(648.03b)

9-10.B.1.3.3 Measure and calculate using the metric system. (648.03c)

Goal 1.4: Understand the Theory that Evolution is a Process that Relates to the Gradual Changes in the Universe and of Equilibrium as a Physical State

Reference to 7.S.3.2.1

Goal 1.5: Understand Concepts of Form and Function

No objectives in Biology.

Goal 1.6: Understand Scientific Inquiry and Develop Critical Thinking Skills

Goal 1.6 continued:

9-10.B.1.6.1 Identify questions and concepts that guide scientific investigations. (649.01a)

9-10.B.1.6.2 Utilize the components of scientific problem solving to design, conduct, and communicate results of investigations. (649.01b)

9-10.B.1.6.3 Use appropriate technology and mathematics to make investigations. (649.01c)

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9-10.B.1.6.4 Formulate scientific explanations and models using logic and evidence. (649.01d)

9-10.B.1.6.5 Analyze alternative explanations and models. (649.01e)

8-9.PS.1.6.6 Communicate and defend a scientific argument. (649.01f)

9-10.B.1.6.7 Explain the differences among observations, hypotheses, and theories. (649.01g)

Goal 1.7: Understand That Interpersonal Relationships Are Important in Scientific Endeavors

No objectives in Biology.

Goal 1.8: Understand Technical Communication

9-10.B.1.8.1 Analyze technical writing, graphs, charts, and diagrams. (658.02a)

STANDARD 2: PHYSICAL SCIENCE Chapters and/or Page #s/ Comments

Point Value0/.5/1

Goal ObjectivesNo goals or objectives in Biology.

STANDARD 3: BIOLOGYStudents explain the importance of cells as they relate to the organization and structure of complex organisms, differentiation and specialization during development, and the chemical reactions necessary to sustain life. Students describe the functions of cell structures. Students use the theory of evolution to explain diversity of life.


Point Value0/.5/1

Goal ObjectivesGoal 3.1: Understand the Theory of Biological Evolution

9-10.B.3.1.1 Use the theory of evolution to explain how species change over time. (652.01a)

9-10.B.3.1.2 Explain how evolution is the consequence of interactions among the potential of a species to increase its numbers, genetic variability, a finite supply of resources, and the selection by the environment of those offspring better able to survive and reproduce.

Goal 3.2: Understand the Relationship between Matter and Energy in Living Systems

Goal 3.2 continued:

9-10.B.3.2.1 Explain how matter tends toward more disorganized states (entropy). (653.01a)

9-10.B.3.2.2 Explain how organisms use the continuous input of energy and matter to maintain their chemical and physical organization. (653.01b)

9-10.B.3.2.3 Show how the energy for life is primarily derived from the sun through photosynthesis. (653.01c)

9-10.B.3.2.4 Describe cellular respiration and the synthesis of macromolecules. (653.01d)

9-10.B.3.2.5 Show how matter cycles and energy flows through the different levels of organization of living systems (cells, organs, organisms, communities) and their environment. (653.01h)

Goal 3.3: Understand the Cell is the Basis of Form and Function

9-10.B.3.3.1 Identify the particular structures that underlie the cellular

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for All Living Things functions. (651.01a)

9-10.B.3.3.2 Explain cell functions involving chemical reactions. (651.01b)

9-10.B.3.3.3 Explain how cells use DNA to store and use information for cell functions. (651.01c)

9-10.B.3.3.4 Explain how selective expression of genes can produce specialized cells from a single cell. (651.01e)

STANDARD 4: EARTH AND SPACE SYSTEMS Chapters and/or Page #s/ Comments

Point Value 0/.5/1

Goal ObjectivesNo goals or objectives in Biology.

STANDARD 5: PERSONAL AND SOCIAL PERSPECTIVES; TECHNOLOGYStudents understand that science and technology interact and impact both society and the environment. Students describe issues such as water and air quality, hazardous waste, renewable and nonrenewable resources.


Point Value 0/.5/1

Goal ObjectivesGoal 5.1: Understand Common Environmental Quality Issues, Both Natural and Human Induced

9-10.B.5.1.1 Analyze environmental issues such as water and air quality, hazardous waste, forest health, and agricultural production. (656.01a)

Goal 5.2: Understand the Relationship between Science and Technology

9-10.B.5.2.1 Explain how science advances technology. (655.01a)

9-10.B.5.2.2 Explain how technology advances science. (655.01a)

9-10.B.5.2.3 Explain how science and technology are pursued for different purposes. (656.01b)

Goal 5.3: Understand the Importance of Natural Resources and the Need to Manage and Conserve Them

9-10.B.5.3.1 Describe the difference between renewable and nonrenewable resources. (656.03a)

Met Content Standards Alignment: _______Yes _______No _______% Correlation

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Idaho State Department of Education

CCSS for ELA & Literacy in Science & Technical

SubjectsGrades: 6-12

2012

Reading and Writing Standards for Literacy in Science and Technical Subjects: 6-12The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

CCSS ELA/Literacy Standards Alignment in Science and Technical Subjects Grade: 6-12


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Notes:



0 = No Alignment– Not Evident: ELA/Literacy content as described in the Standards is not evident..5 = Partial Alignment - Partially Evident: ELA/Literacy content as described in the Standards is partially evident

and there are few gaps.1 = High Alignment – Clearly Evident: ELA/Literacy content is fully aligned as described in the Standards and

repeatedly included to guarantee extensive opportunities for students to work with the content. Alignment is clearly evident.

N/A = Not applicable for standard.CCSS ELA/Literacy in Science & Technical Subjects Grade 6-12


Point Value

ANCHOR STANDARD: Key Ideas and Details Grade 6-8 Objectives

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

1. Cite specific textual evidence to support analysis of science and technical texts.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

3. Follow precisely a multistep procedure whencarrying out experiments, taking measurements, or performing technical tasks.



1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.


2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.


3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.



1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.


2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.


3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanationsin the text.

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Point Value

ANCHOR STANDARD: Craft and Structure Grade 6-8 Objectives

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meaning or tone.

4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.

6. Assess how point of view or purpose shapes the content and style of a text.

6. Analyze the author’s purpose in providing anexplanation, describing a procedure, or discussing an experiment in a text.





5. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).


6. Analyze the author’s purpose in providing anexplanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.





5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.


6. Analyze the author’s purpose in providing anexplanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

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Point Value

ANCHOR STANDARD: Integration of Knowledge and Ideas

Grade 6-8Objectives

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

7. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

8. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

8. Distinguish among facts, reasoned judgmentbased on research findings, and speculation in a text.


9. Compare and contrast the information gainedfrom experiments, simulations, video, ormultimedia sources with that gained from reading a text on the same topic.

ANCHOR STANDARD: Integration of Knowledge and Ideas

Grade 9-10Objectives


7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.


8. Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.


9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

ANCHOR STANDARD: Integration of Knowledge and Ideas Grade

11-12 Objectives


7. Integrate and evaluate multiple sources ofinformation presented in diverse formats andmedia (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.


8. Evaluate the hypotheses, data, analysis, andconclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.


9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

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Point Value

ANCHOR STANDARD: Range of Reading and Level of Text Grade

6-8Objectives

10. Read and comprehend complex literary and informational texts independently and proficiently.

10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

ANCHOR STANDARD: Range of Reading and Level of Text Grade

9-10Objectives



ANCHOR STANDARD: Range of Reading and Level of Text




Comments

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CCSS ELA/Literacy Standards Alignment in Science and Technical Subjects Writing for Literacy Grade: 6-12







(W) Chapters and/or Page #s/ Comments

Point Value

*#3 Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results. *ANCHOR STANDARD: Text Types

and Purposes Grade 6-8 Objectives1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

1. Write arguments focused on discipline-specific content.a. Introduce claim(s) about a topic or issue,acknowledge and distinguish the claim(s) fromalternate or opposing claims, and organize thereasons and evidence logically.b. Support claim(s) with logical reasoning andrelevant, accurate data and evidence thatdemonstrate an understanding of the topic ortext, using credible sources.c. Use words, phrases, and clauses to createcohesion and clarify the relationships amongclaim(s), counterclaims, reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or sectionthat follows from and supports the argumentpresented.

2. Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic clearly, previewing whatis to follow; organize ideas, concepts, andinformation into broader categories asappropriate to achieving purpose; includeformatting (e.g., headings), graphics (e.g.,charts, tables), and multimedia when useful toaiding comprehension.b. Develop the topic with relevant, well-chosenfacts, definitions, concrete details, quotations,or other information and examples.c. Use appropriate and varied transitions tocreate cohesion and clarify the relationshipsamong ideas and concepts.d. Use precise language and domain-specificvocabulary to inform about or explain thetopic.e. Establish and maintain a formal style andobjective tone.f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

3. Write narratives to develop real or imagined experiences of events using effective technique, well, chosen details and well-structured event sequences.

3. (See note; not applicable as a separaterequirement)

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ANCHOR STANDARD: Text Types and Purposes Grade 9-10 Objectives

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

1. Write arguments focused on discipline-specific content.a. Introduce precise claim(s), distinguish theclaim(s) from alternate or opposing claims,and create an organization that establishesclear relationships among the claim(s),counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly,supplying data and evidence for each whilepointing out the strengths and limitationsof both claim(s) and counterclaims in adiscipline-appropriate form and in a mannerthat anticipates the audience’s knowledgelevel and concerns.c. Use words, phrases, and clauses to link themajor sections of the text, create cohesion,and clarify the relationships between claim(s)and reasons, between reasons and evidence,and between claim(s) and counterclaims.d. Establish and maintain a formal style andobjective tone while attending to the normsand conventions of the discipline in which theyare writing.e. Provide a concluding statement or sectionthat follows from or supports the argumentpresented.


2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic and organize ideas,concepts, and information to make importantconnections and distinctions; includeformatting (e.g., headings), graphics (e.g.,figures, tables), and multimedia when useful toaiding comprehension.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.d. Use precise language and domain-specificvocabulary to manage the complexity ofthe topic and convey a style appropriate tothe discipline and context as well as to theexpertise of likely readers.e. Establish and maintain a formal style andobjective tone while attending to the normsand conventions of the discipline in which theyare writing.f. Provide a concluding statement or sectionthat follows from and supports the informationor explanation presented (e.g., articulatingimplications or the significance of the topic).



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ANCHOR STANDARD: Text Types and Purposes Grade 11-12 Objectives

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

1. Write arguments focused on discipline-specific content.a. Introduce precise, knowledgeable claim(s),establish the significance of the claim(s),distinguish the claim(s) from alternate oropposing claims, and create an organizationthat logically sequences the claim(s),counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledgelevel, concerns, values, and possible biases.c. Use words, phrases, and clauses as well asvaried syntax to link the major sections ofthe text, create cohesion, and clarify therelationships between claim(s) and reasons,between reasons and evidence, and betweenclaim(s) and counterclaims.d. Establish and maintain a formal style andobjective tone while attending to the normsand conventions of the discipline in which theyare writing.e. Provide a concluding statement or sectionthat follows from or supports the argumentpresented


2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting(e.g., headings), graphics (e.g., figures,tables), and multimedia when useful to aidingcomprehension.b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.d. Use precise language, domain-specificvocabulary and techniques such as metaphor,simile, and analogy to manage the complexityof the topic; convey a knowledgeable stancein a style that responds to the discipline andcontext as well as to the expertise of likelyreaders.e. Provide a concluding statement or sectionthat follows from and supports the informationor explanation provided (e.g., articulatingimplications or the significance of the topic).



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Point Value

ANCHOR STANDARD: Production and Distribution of Writing

Grade 6-8Objectives

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

4. Produce clear and coherent writing in whichthe development, organization, and style areappropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.






5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.


6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.






5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.


6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

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Point Value

ANCHOR STANDARD: Research to Build and Present Knowledge

Grade 6-8Objectives

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

7. Conduct short research projects to answer aquestion (including a self-generated question),drawing on several sources and generatingadditional related, focused questions that allow for multiple avenues of exploration.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

9. Draw evidence from informational texts to support analysis reflection, and research.




7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


8. Gather relevant information from multipleauthoritative print and digital sources, usingadvanced searches effectively; assess theusefulness of each source in answering theresearch question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.


9. Draw evidence from informational texts to support analysis, reflection, and research.


Grade 11-12 Objectives


7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

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8. Gather relevant information from multipleauthoritative print and digital sources, usingadvanced searches effectively; assess thestrengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.


9. Draw evidence from informational texts to support analysis, reflection, and research.

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Point Value

ANCHOR STANDARD: Range of Writing Grade 6-8 Objectives

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

ANCHOR STANDARD: Range of Writing Grade 9-10 Objectives



ANCHOR STANDARD: Range of Writing




Comments

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STOP

Please double check the material’s alignment to standards.

Alignment to Idaho Content Standards: ____%

Alignment to CCSS: ____%

**If the material aligns to Idaho Content Standards with at least an 80% and to CCSS with at least an 80% please move on to step 2: Material Analysis. If the material has less than an 80%, alignments please notify your team leader.

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Material Analysis:

Student Focus Point Value Comments/Examples

0 = Not Evident .5 = Partially Evident 1 = Clearly EvidentN/A = Not applicable for standard.

1. The material supports the sequential and cumulative development of foundational skills. Those skills are necessary for a student’s independent comprehension of grade-level complex texts and mastery of tasks called for by the standards.

2. The material provides many and varied opportunities for students to work with each standard within the grade level.

3. The material reflects the progression of the strands and how they build within and across the grades in a logical way. This enables students to develop and demonstrate their independent capacity to read and write at the appropriate level of complexity and sophistication indicated by the standards.

4. The material engages the reader, i.e. does it correspond with age appropriate interests?

5. The material cross-refers and integrates with other subjects in related areas of the curriculum.

6. The material includes strategies and textual content that are grade appropriate.

7. The material has a balance of text types and lengths that encourage close, in-depth reading and rereading, analysis, comparison, and synthesis of texts.

8. The material includes sufficient supplementary activities or assignments that are appropriately integrated into the text.

9. The material has activities and assignments that develop problem-solving skills and foster synthesis and inquiry at both an individual and group level.

10. The material has activities and assignments that reflect varied learning styles of students.

11. The material includes appropriate instructional strategies.

Pedagogical Approach Point Value Comments/Examples0 = Not Evident .5 = Partially Evident 1 = Clearly Evident

N/A = Not applicable for standard.12. The material offers strategies for teachers to meet the needs of a range

of learners, including advanced students and those requiring remediation.

13. The material provides suggestions for scaffolding that support the comprehension of grade-level text without replacing students’ opportunities for full and regular encounters with grade-level complex texts. Removing the scaffolding over the course of the materials is encouraged.

14. The material provides opportunities for supporting English language learners to regularly and actively participate with grade-level text.

15. The material offers texts representing a wide array of cultures and experiences, allowing students opportunities to learn about situations similar to and different from their own personal experiences.

16. The material provides a balanced representation of points of view regarding issues such as race, gender, religion, environment, business, industry, political orientation, careers and career choices.

17. The material gives clear and concise instruction to teachers and students. It is easy to navigate and understand.

18. The material assesses students at a variety of knowledge levels (e.g., recall, inferencing/analyzing, reasoning, problem solving) centered on grade-level texts that are clearly aligned and measureable against the expectations of the CCSS.

19. The material offers ongoing, easily implemented, and varied assessments. Assessments should clearly denote which standards are being

emphasized. They should also include aligned rubrics and scoring guidelines that provide sufficient guidance to teachers for interpreting student performance and suggestions for follow-up.

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Technology Point Value Comments/Examples0 = Not Evident .5 = Partially Evident 1 = Clearly Evident

N/A = Not applicable for standard.20. The material includes or references technology that provides teachers

with additional tasks for students.21. The material includes guidance for the mindful use of embedded

technology to support and enhance student learning.

Presentation and Design Point Value Comments/Examples0 = Not Evident .5 = Partially Evident 1 = Clearly Evident

N/A = Not applicable for standard.22. The material has an aesthetically appealing appearance (attractive,

inviting).23. The material has headings and sub-headings that make it easy to

navigate through the book.24. The material uses a language/reading level suitable for the intended

readers.25. The material has a reasonable and appropriate balance between text

and illustration. The material has grade-appropriate font size.26. The illustrations clearly cross-reference the text, are directly relevant

to the content (not simply decorative), and promote thinking, discussion, and problem solving.

Does the electronic/digital/online version of the materials: Point Value Comments/Examples

27. The material has “platform neutral” technology (i.e., will run on Windows or other platforms) and availability for networking.

28. The material has a user-friendly and interactive interface allowing the user to control (shift among activities).

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Idaho Content Standards: Biology - Idaho State … · Web viewCOMPATABILITY WITH THE IDAHO CONTENT...

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Transcript of Idaho Content Standards: Biology - Idaho State … · Web viewCOMPATABILITY WITH THE IDAHO CONTENT...