MMSD K-12 Curricular Review of Learning Materials Science Program Evaluation Document
MMSD K-12 Curricular Review of Learning Materials Science Program Evaluation Document Title: _____________________________________________________________ Author (s): ________________________________________________________ Publisher: ___________________________Copyright date: _________________ Reviewed by: ________________________ Date: _________________________ I. Descriptors a. Is this entire science program designed to: _____ *provide a single science content strand for grades 6 through 12 (e.g. General, Biology, 126-201) _____ provide an integrated science program (e.g. Integrated Science, 126-110) _____ provide a complete multiyear program for science _____ provide multiple modules or units that could be used to supplement other course materials for science _____ provide a single module or collection of activities that could be used to supplement other course materials for science _____ other (explain): _______________________________________________ * Requires evaluation of each Wisconsin Model Academic Performance Standards in appropriate standard, e.g. Life/Env Science F.12.1-12.7, See Appendix C) b. What grade levels do the materials serve? (circle all those that apply) K c. 1 2 3 4 5 6 7 8 9 10 11 12 What are the major domains/topics of the content covered by these materials? _________________________________________________________________ _________________________________________________________________ d. List all the components that were actually reviewed (e.g. teacher’s guide, student books, hands-on materials, multimedia material). ____________________________________________________________ ____________________________________________________________ e. Write a brief description of the purpose and broad goals of the program. __________________________________________________________________ __________________________________________________________________ _________________________________________________________________ II. Quality of Science Content Directions: For each item, circle the number corresponding with your response to the question. Please provide written comments to clarify and support each rating. a. Standard 1: Science Connections. To what extent do the instructional materials accurately represent the*unifying themes and connect the science standards to one another with these themes? (*See Appendix A: Science Themes) 1 2 Poor examples of inquiry 3 4 Mixed quality 5 Rich & accurate examples of inquiry Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ b. Standard 2: Nature of Science. How effectively do the instructional materials accurately portray science as ongoing and inventive, and that scientific understandings have changed over time as new evidence is found? 1 2 Poor portrayal of Nature of science 3 4 Mixed quality 5 Rich & accurate portrayal of nature & science Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ c. Standard 3: Science Inquiry. How well are the instructional materials designed to encourage students to investigate questions using scientific method and tools, revise their personal understanding to accommodate knowledge, and communicate these understandings to others? 1 2 Major concepts & processes not addressed 3 4 Major concepts & processes somewhat addressed 5 Major concepts & processes addressed well Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ d. Standard 4: Physical Science. To what level do the materials build an understanding of the physical and chemical properties of matter, the forms and properties of energy, and the ways in which matter and energy interact? 1 Little or no emphasis 2 3 Some emphasis 4 5 Major concepts & processes addressed well Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ e. Standard 5: Earth and Space Science. How adequate are the materials in developing an understanding of the structure and systems of earth and other bodies in the universe and their interactions? 1 2 Little or no emphasis 3 4 Some emphasis 5 Rich & well-designed emphasis Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ f. Standard 6: Life and Environmental Science. To what degree are the materials able to develop an understanding of the characteristics and structures of living things, the processes of life, and how living things interact with one another and their environment? 1 2 Little or no emphasis 3 4 Some emphasis 5 Rich & well-designed emphasis Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ g. Standard 7: Science Applications. How effective are the instructional materials in providing sufficient opportunities for students to understand the relationship between science and technology and the ways in which that relationship influences human activities? 1 2 Very few application activities 3 4 Some application activities 5 Very rich in application activities Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ h. Standard 8: Personal and Social Perspectives. How well do the materials present students with opportunities to use scientific information and skills to make decisions about themselves, their community, and the world in which they live? 1 Little or no emphasis 2 3 Some emphasis 4 5 Rich & well-designed emphasis Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ i. How well does the science instructional content align with all eight areas of the Content Standards as described in the Wisconsin Model Academic Standards? * If evaluating a 6-12 grade program specific to a single content area, completion of the Wisconsin Model Academic Performance Standards is required. See Appendix C. 1 2 Omits substantial content included in WMAS and/or includes substantial content not recommended in WMAS 3 4 Some misalignment of content with recommendations in WMAS 5 The curriculum aligns well with content recommendations in WMAS Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ j. How well does the science instructional content align with the K-8 MMSD Science Scope & Sequence? (omit for grades 9-12) 1 2 Omits substantial content or includes substantial content not recommended 3 4 Some misalignment of content 5 The curriculum aligns well with content recommendations Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ k. Are the science concepts presented in the instructional materials accurate and correct? (Provide examples of major errors where they are evident. Attach extra page if necessary.) 1 2 Substantial, major errors 3 4 Mostly correct, with some minor errors 5 Scientifically accurate and correct Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ l. How well does the science presented in the instructional materials reflect current science knowledge? 1 The ideas are out of date 2 3 Somewhat current 4 5 Current Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ m. To what extent do the instructional materials provide sufficient depth for students to develop a good understanding of key science concepts? 1 2 Too few learning activities 3 4 Activities provide some opportunity for students to learn some important concepts 5 Activities provide many rich opportunities to learn key science concepts Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ n. How well do the materials develop an appropriate breadth and depth of science concepts? 1 2 Too narrow or too broad 3 4 Somewhat balanced 5 Good balance of breadth and depth Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ o. Do the materials spiral (i.e. increase in sophistication) through the grade and among grade levels with respect to science inquiry and concepts? 1 2 No spiraling 3 4 Some spiraling 5 Sophisticated and meaningful spiraling Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ p. To what degree did you find the materials to be free from bias, promoting political agendas and special interests? 1 (highly biased) 2 Low 3 4 Medium 5 (not biased) High Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ q. Does research indicate these materials are effective, teacher and student tested, and support student achievement in science? 1 Little or no research 2 3 Some research 4 5 Extensive research and documentation Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ III. Pedagogical Design a. Do the instructional materials provide a logical progression for developing conceptual understanding in science? 1 2 No logical progression of ideas 3 4 Somewhat logical progression of ideas 5 Logical progression of ideas that builds conceptual understanding Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ b. What degree of emphasis do the instructional materials place on providing students with the opportunity to make predictions, gather evidence, and develop arguments to support, reject, and revise their preconceptions and explanations for natural phenomena? 1 2 No opportunity 3 4 Some opportunity 5 Rich and welldesigned opportunity Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ c. To what extent do the instructional materials engage students in doing science inquiry? 1 2 Very few or very contrived activities for students to do science inquiry 3 4 Some good activities for students to do science inquiry 5 Many rich and authentic opportunities for students to do science inquiry Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ d. To what extent does the curriculum engage students in activities that help them connect science to everyday issues and events? 1 Very few or very contrived activities for students to do science inquiry 2 3 Some good activities for students to do science inquiry 4 5 Many rich and authentic opportunities for students to do science inquiry Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ e. How would you rate the overall developmental appropriateness of the instructional materials, given their intended audience of all students at the targeted level(s)? 1 2 Not developmentally appropriate 3 4 Somewhat developmentally appropriate 5 Developmentally appropriate Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ f. Do the materials reflect current knowledge about effective teaching and learning practices (e.g., constructivism, inquiry) based on research related to science education? (*See Appendix B: Teaching and Learning Best Practices) 1 2 Do not reflect current knowledge about teaching and learning 3 4 Somewhat reflective of current knowledge about teaching and learning 5 Reflect will current knowledge about teaching and learning Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ g. Do the instructional materials provide students with the opportunity to clarify, refine, and consolidate their ideas, and to communicate them through multiple modes? 1 2 No opportunity 3 4 Some Opportunity 5 Rich and welldesigned opportunity Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ h. Do the instructional materials provide students with the opportunity to think and communicate scientifically? 1 No opportunity 2 3 Some Opportunity 4 5 Rich and welldesigned opportunity Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ i. Do the instructional materials provide students with activities connecting science with other subject areas? 1 2 No opportunity 3 4 Some Opportunity 5 Rich and welldesigned opportunity Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ j. Are the instructional materials likely to be interesting, engaging, and effective for students? 1 2 Not at all interesting 3 4 Somewhat interesting 5 Interesting and engaging Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ k. Are the instructional materials likely to be interesting, engaging, and effective for males and females? 1 2 Gender biased 3 4 Some sensitivity to gender issues 5 Equally interesting, engaging, and effective for males and females Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ l. Are the instructional materials likely to be interesting, engaging, and effective for underrepresented and underserved students (e.g., ethnic, urban, rural, with disabilities)? 1 Biased 2 3 Some sensitivity to underrepresented and underserved students 4 5 Equally interesting, engaging, and effective for underrepresented and underserved students Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ m. Are the instructional materials likely to be interesting, engaging, and challenging for students with special talents and interest in science? 1 2 Not challenging and interesting 3 4 Somewhat challenging and interesting 5 Very challenging and interesting for students with special talents and interests in science Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ n. Do the instructional materials include support and/or connections for students with limited proficiency in English? 1 2 Little or no support 3 4 Some support 5 Extensive and high quality support Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ o. Do the instructional materials include adequate and appropriate uses of a variety of educational technologies (e.g., video, computers, telecommunications)? 1 2 Little or no educational technology included 3 4 Some educational technology included 5 Many appropriate rich and useful applications of educational technology included Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ p. What is the overall quality of the pedagogical design of these instructional materials? 1 Low 2 3 Medium 4 5 High Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ q. Are the support and consumable materials reasonable for limited financial resources? 1 2 Expensive and difficult to obtain 3 4 Somewhat expensive and difficult to obtain 5 Reasonably priced and easy to obtain Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ r. How easily will be materials be distributed, stored, and shared? 1 Difficult to store and share 2 3 Somewhat difficult 4 5 Easily stored and shared Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ IV. Assessment a. Given there are many educational uses of assessment in addition to simply “grading”, how well are purposes of the assessment options defined and used (e.g. grading, formative information, pre-assessment information)? 1 2 Unclear purposes 3 4 Somewhat clear purposes 5 Clear statement purposes Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ b. How well do the assessment tasks correspond with and reinforce the core science concepts and inquiry skills? 1 2 Poor correspondence 3 4 Fair correspondence 5 Full correspondence Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ c. Do the instructional materials include multiple kinds of assessments (e.g., performance, paper/pencil, portfolios, student interviews, embedded, projects)? 1 2 Little or no student assessment provided 3 4 Somewhat variety of student assessment 5 Complete student assessment package Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ d. Are the assessment practices appropriate for all students? 1 Appropriate for a few 2 3 Appropriate for most 4 5 Appropriate for all Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ V. Implementation and System Support a. Will teachers find the materials interesting and engaging? 1 2 Dry and boring 3 4 Somewhat interesting and engaging 5 Interesting and engaging Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ b. Do the instructional materials include information and guidance to assist the teacher in implementing the lessons? 1 2 No teacher support 3 4 Some teacher support 5 Rich and useful teacher support Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ c. Overall, are the materials usable by, realistic in expectations of, and supportive of teachers? 1 2 Teacher-unfriendly 3 4 Somewhat teacherfriendly 5 Teacher-friendly Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ d. Do the instructional materials provide information about how to establish a safe science learning environment? 1 2 No safety information 3 4 Some safety information 5 Rich and useful safety information Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ e. Do the instructional materials provide information about the kinds of professional development experience needed by teachers to implement the materials? 1 Little or no information provided 2 3 Partial information provided 4 5 Rich and useful information provided Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ f. Do the materials provide guidance in how to link the materials with the district and state assessment frameworks and programs? 1 2 No guidance 3 4 Some guidance 5 Rich and useful guidance Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ g. Do the materials provide guidance and assistance for actively involving administrators, parents, and the community-at-large in supporting school science? 1 No guidance 2 3 Some guidance 4 5 Rich and useful guidance Cite Specific Example(s): _______________________________________________ ___________________________________________________________________ VI. a. SUMMARY SHEET for MMSD K-12 Science Program Evaluation Form In your opinion, what are the three major strengths of this program? 1. _________________________________________________________________________ 2. _________________________________________________________________________ 3. _________________________________________________________________________ b. In your opinion, what are the three major weaknesses of this program? 1. _________________________________________________________________________ 2. _________________________________________________________________________ 3. _________________________________________________________________________ c. d. In your opinion, what is the overall quality of these materials relative to: Engaging students in science? Low 1 2 3 4 High 5 Encouraging students to think? 1 2 3 4 5 Quality of science content? 1 2 3 4 5 Encouraging teachers to use best practice? 1 2 3 4 5 In your opinion, what is the overall quality of these instructional materials? 1 Low 2 3 Medium 4 5 High Comments: ____________________________________________________________ ______________________________________________________________________ II. QUALITY OF SCIENCE CONTENT Pages 2-5, 17 questions total (a-q) Total Points for Quality of Science Content ________________ (85 points possible) III. PEDAGOGIAL DESIGN Pages 6-10, 18 questions total (a-r) Total Points for Pedagogical Design ________________ (90 points possible) IV. ASSESSMENT Page 11, 4 questions total (a-d) Total Points for Assessment________________ (35 points possible) V. IMPLEMENTATION AND SYSTEM SUPPORT Pages 12-13, 7 questions total (a-g) Total Points for Implementation and System Support ________________ (30 points possible) VI. SUMMARY SHEET Page 14, 6 questions total (c* has 5 parts) Total Points for Summary Sheet ________________ (30 points possible) *GRAND TOTAL* 52 questions total Total Points for Sections II. – VI. _________________ (260 points possible) Please return completed forms to Sandy Bolles in Curriculum & Assessment. Phone 663-5204 Fax 442-3471 [email protected] Appendix A: Science Themes Science Themes – Wisconsin’s Academic Standards for Science 1. Change A variance in the rate, scales, and pattern, including trends and cycles. Curricular Examples: Trends (speed of falling, cyclic patterns i.e. sound) Rating Scale (circle one) Not present 1 2 3 4 5 Highly present Cite Specific Example(s): ____________________________________________________ _________________________________________________________________________ 2. Constancy The stability of a property. Curricular Examples: Equilibrium, steady state, and symmetry Rating Scale (circle one) Not present 1 2 3 4 5 Highly present Cite Specific Example(s): ____________________________________________________ _________________________________________________________________________ 3. Equilibrium The physical state in which forces and changes occur in opposite and offsetting directions. Curricular Examples: Forces balance, bubbles escape, cellular transport Rating Scale (circle one) Not present 1 2 3 4 5 Highly present Cite Specific Example(s): ____________________________________________________ _________________________________________________________________________ 4. Evidence Data and documentation that support inferences or conclusions. Curricular Examples: Fossil evidence in certain rocks of known ages Rating Scale (circle one) Not present 1 2 3 4 5 Highly present Cite Specific Example(s): ____________________________________________________ _________________________________________________________________________ 5. Evolution Present arises from materials and forms of the past. Curricular Examples: Scientific ideas, solar system, life forms, and transportation Rating Scale (circle one) Not present 1 2 3 4 5 Highly present Cite Specific Example(s): ____________________________________________________ _________________________________________________________________________ 6. Explanation Ranges of magnitudes (sizes) in our universe are immense. Curricular Examples: Speed of light, rate of reactions, distance to stars, size of atoms Rating Scale (circle one) Not present 1 2 3 4 5 Highly present Cite Specific Example(s): ____________________________________________________ _________________________________________________________________________ 7. Form and Function Complimentary aspects of objects, organisms, and systems in the natural world. Curricular Examples: Seed dispersal and shape of seed, hollow bones in birds Rating Scale (circle one) Not present 1 2 3 4 5 Highly present Cite Specific Example(s): ____________________________________________________ _________________________________________________________________________ 8. Measurement The quantification of changes in systems, including mathematics. Curricular Examples: Data chart from heart rate after exercise experiment Rating Scale (circle one) Not present 1 2 3 4 5 Highly present Cite Specific Example(s): ____________________________________________________ _________________________________________________________________________ 9. Models Tentative schemes or structures that correspond to real objects, events, or classes of events, and that explanatory power. Curricular Examples: Devices, plans, drawings, equations, model of the atom. Rating Scale (circle one) Not present 1 2 3 4 5 Highly present Cite Specific Example(s): ____________________________________________________ _________________________________________________________________________ 10. Order The behavior of units of matter, objects, organisms, or events in the universe. Curricular Examples: Seasons, tides, chemical changes. Rating Scale (circle one) Not present 1 2 3 4 5 Highly present Cite Specific Example(s): ____________________________________________________ _________________________________________________________________________ 11. Organization Descriptions of systems based on complexity and/or order. Curricular Examples: Cells, tissues, organs, systems, ecosystems Rating Scale (circle one) Not present 1 2 3 4 5 Highly present Cite Specific Example(s): ____________________________________________________ _________________________________________________________________________ 12. Systems An organized group of related objects of components that form a whole. Curricular Examples: Body systems, ecosystem, water cycle, solar system Rating Scale (circle one) Not present 1 2 3 4 5 Highly present Cite Specific Example(s): ____________________________________________________ _________________________________________________________________________ Appendix B: Teaching and Learning Best Practices Constructivism A perspective on learning that holds students construct or build their own understanding of events and phenomena. A teacher cannot make students believe otherwise unless students construct meaning for themselves. In a constructivist classroom, a teacher facilitates learning by providing multiple open-ended explorations/research opportunities for students. *(See research by: Jerome Bruner, 1963; Rosalind Driver, 1983; Robert Jager, 1991.) Rating Scale (circle one) Not present 1 2 3 4 5 Highly present Cite Specific Example(s): ____________________________________________________ _________________________________________________________________________ Inquiry A process by which a teacher uses student’s questions to more fully elicit meaning and understanding from a given event or phenomena. The 5-E Learning Cycle is one example of a looping inquiry approach: 1) Engage, 2) Explore, 3) Explain, 4) Extend, and 5) Evaluate. *(See research by: Martin, Sexton, Wagner, & Gerlovich, 1994: Mesa, AZ Project, 1999.) Rating Scale (circle one) Not present 1 2 3 4 5 Highly present Cite Specific Example(s): ____________________________________________________ _________________________________________________________________________ Cooperative Learning Cooperative learning refers to a teaching and learning model in which students work in small, mixed-ability groups. The students in each group have specific roles, and are responsible not only for learning the material being taught in class, but also for helping their groupmates learn. *(See research by David W. Johnson and Roger T. Johnson, Robert E. Slavin, and Spencer Kagan.) Rating Scale (circle one) Not present 1 2 3 4 5 Highly present Cite Specific Example(s): ____________________________________________________ _________________________________________________________________________ Effective Questioning Techniques Questions form about 1/5 of teacher talk in the classroom. The kinds of questions used by teachers are an essential element in the learning process, within inquiry and constructivist approaches. Sequencing of questions has been found to encourage productive thinking and facilitate meaning making: 1) attention focusing questions, 2) comparison questions, 3) measuring and counting questions, 4) action questions, 5) problem-posing questions. *(See research by Elstgeest, 1985; Wynne Harlen, 1988; Mary Lee Martens, 1999.) Rating Scale (circle one) Not present 1 2 3 4 5 Highly present Cite Specific Example(s): ____________________________________________________ _________________________________________________________________________ Higher Order Thinking Skills Perspectives that encourage increasingly complex operations with respect to thinking processes. Beginning with basic knowledge acquisition, taxonomy’s of learning progress to thinking strategies that require students to use several complex operations in conjunction with one another. Bloom’s taxonomy has 6 levels: 1) knowledge, 2) comprehension, 3) application, 4) analysis, 5) synthesis, and 6) evaluation. *(See research by: B.S. Bloom, 1956; Rankin and Hughes, 1987.) Rating Scale (circle one) Not present 1 2 3 4 5 Highly present Cite Specific Example(s): ____________________________________________________ _________________________________________________________________________ Multiple Intelligences A theory that human intelligence is multifaceted, i.e. different people have different intellectual strengths. Teaching practices should include opportunities both for students to excel with their strengths and to be exposed to other modes of learning. Among the intelligences identified are: logical/mathematical, visual/spacial, body/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, verbal/linguistic. Newer research indicated other strengths could also include: spiritual and environmental. *(See research by: Howard Gardner, 1993; David Lazear, 1991, 1992, 1993, 1994.) Rating Scale (circle one) Not present 1 2 3 4 5 Highly present Cite Specific Example(s): ____________________________________________________ _________________________________________________________________________ Appendix C: Wisconsin Model Academic Performance Standards for Science (see www.madison.k12.wi.us/tnl/sci/) _____ D. Physical Science _____ E. Earth & Space Science _____ F. Life & Environmental Science _____ Grade 8 Performance Standards _____ Grade 12 Performance Standards Directions: Select appropriate Science content standard. Insert each performance standard in 1-12. Evaluate text against each performance standard. 1. Rating Scale (circle one) Cite specific example(s): Not Present 1 2 3 4 5 Highly Present 2. Rating Scale (circle one) Cite specific example(s): Not Present 1 2 3 4 5 Highly Present 3. Rating Scale (circle one) Cite specific example(s): Not Present 1 2 3 4 5 Highly Present 4. Rating Scale (circle one) Cite specific example(s): Not Present 1 2 3 4 5 Highly Present 5. Rating Scale (circle one) Cite specific example(s): Not Present 1 2 3 4 5 Highly Present 6. Rating Scale (circle one) Cite specific example(s): Not Present 1 2 3 4 5 Highly Present 7. Rating Scale (circle one) Cite specific example(s): Not Present 1 2 3 4 5 Highly Present 8. Rating Scale (circle one) Cite specific example(s): Not Present 1 2 3 4 5 Highly Present 9. Rating Scale (circle one) Cite specific example(s): Not Present 1 2 3 4 5 Highly Present 10. Rating Scale (circle one) Cite specific example(s): Not Present 1 2 3 4 5 Highly Present 11. Rating Scale (circle one) Cite specific example(s): Not Present 1 2 3 4 5 Highly Present 12. Rating Scale (circle one) Cite specific example(s): Not Present 1 2 3 4 5 Highly Present Appendix D: Classroom Feedback Program Piloted __________________________________________________________ Specific Unit Title Piloted ___________________________________________________ Teacher ________________________________________________________________ School ________________________________ Grade Level ______________________ A. Students learned science process skills. 1 2 Few students learned (Please attach a sample of a student project) 3 4 Several students learned 5 Most students learned Comments:_________________________________________________________________________________ B. Students learned science content knowledge. 1 2 Few students learned (Please attach a sample of student work) 3 4 Several students learned 5 Most students learned Comments:_________________________________________________________________________________ C. Students found the material appropriate to their developmental level. (Please summarize an exploration and how it impacted any group of children you think would demonstrate your answer) 1 2 Not appropriate for Most students 3 4 Mixed reactions 5 Appropriate for most Comments:_________________________________________________________________________________ D. Students enjoyed the learning material. (Please attach any record of student observations or comments that demonstrate your answer) 1 2 Did not enjoy/ Distracted/off task 3 4 Mixed reactions 5 Most students enjoyed Comments:_________________________________________________________________________________ E. Students would recommend this unit to next year’s class. *(Teacher: please conduct class vote and tally actual student votes) 1 Few students would Recommend 2 3 Several students would recommend 4 5 Most students would recommend Comments:_________________________________________________________________________________ (Please use reverse side of sheet to record additional student and teacher comments.)
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