Oregon Interactive Science - Pearson Education · The Framework for K12 Science Education (NRC 2012): pp. 103 – 214 and the Disciplinary Core Ideas progressions identified in Appendix

A Correlation of

Oregon Interactive Science Grades 6-8

©2017

To the

Oregon Instructional Materials Evaluation Tool (OR-IMET)

for Alignment in Science

Table of Contents

SECTION I: Alignment to the 2014 Oregon Science Standards ....................................................................................................................... 3

SECTION II: Instructional Supports ................................................................................................................................................................. 26

SECTION III: Monitoring Student Progress ..................................................................................................................................................... 33

IMET, OREGON SCIENCE GRADES 6–8

Oregon Interactive Science, Grades 6-8 ©2017

SECTION I: Alignment to the 2014 Oregon Science Standards

Criterion 1: FOCUS

Materials focus on in-depth learning of the NGSS disciplinary core ideas while engaging students in the scientific and engineering

practices and connecting to crosscutting concepts in the context of authentic and content-appropriate science, and facilitate students

developing a deeper understanding and application of scientific knowledge and the ability to think and reason scientifically while

investigating complex ideas and solving problems.

Each chapter in Interactive Science opens with a Big Question to students that acts as the anchor point for the entire chapter. For example,

the Big Question in Chapter 5 of Grade 7 is “What is the structure of Earth?” This question correlates to the disciplinary core idea under MS-

ESS2 Earth’s Systems: MS-ESS2-3 “Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor

structures to provide evidence of the past plate motions.” The content in the chapter relates back to that Big Question and the disciplinary

core idea.

After the Big Question is a Chapter Preview followed by a Scenario Investigation or STEM Activity. These scientific investigations help

students to use scientific and engineering practices and crosscutting concepts. For example, the Scenario Investigation for Chapter 5 of

Grade 7 is titled “No Shoes in This Box” and requires students to determine the internal structure of a box without looking inside. Students

work in groups and design what they think the inside of the box looks like. Then they compare their box design to those of other groups.

Students are then encouraged to work with a group that has a very different box design. Then groups work together to refine their theory.

This activity correlates to following scientific and engineering practices: Analyzing and Interpreting Data; Engaging in Argument from

Evidence; and Constructing Explanations and Designing Solutions. The purpose of this investigation is to demonstrate how scientists

develop indirect evidence and is related to how scientists have determined the structure of Earth’s interior. This correlates to the

crosscutting concepts of Scale, Proportion, and Quantity and Systems and System Models. The box represents Earth, and the inside of the

box is Earth’s interior. Scientists are unable to see Earth’s interior and the students can’t look inside the box. Students make the connection

that scientists followed a similar method of mapping the interior of the Earth as the students did to map the interior of their box, but on a

much larger scale.

This chapter introduces Earth and is broken into three lessons. The first lesson begins to Unlock the Big Question of “What is the structure

of Earth?” by breaking down the parts of Earth’s system. But first, the concept of a “system” has to be defined. Systems and System Models

is a crosscutting concept that appears across scientific subjects. For example, systems are discussed again in Life Science to explain how

OREGON IMET SCIENCE: GRADES 6–8 PAGE 4

organisms exist in ecosystems as well as the biological systems of living organisms. The first lesson in Chapter 5 also explains how Earth’s

system is driven by energy. Energy and Matter is another crosscutting concept that is emphasized.

This chapter also addresses most of the disciplinary core concepts in ESS2: Earth’s Systems. Students learn about the concepts of Earth

materials and systems, plate tectonics and large-scale system interactions, the roles of water in Earth’s surface processes, weather and

climate, and biogeology. The content is addressed by responding to a series of topic questions and providing interactive activities and

response-based assessments. Interactive Science blends the history of Earth and how Earth’s structure has developed over its lifetime, as

well as modern-day applications and recent discoveries. Students are able to break down the complex ideas of Earth’s system by observing

the characteristics of Earth and investigating Earth’s structure using measurable attributes such as temperature, pressure, thickness, and

time.

The chapter culminates in an assessment where students are expected to answer the Big Question, “What is the structure of Earth?”

Students first review the content of each lesson where they infer, classify, identify, explain, relate cause and effect, sequence, and

summarize the information from the chapter’s lessons. Following that, students are asked to Apply the Big Question and are given a

context and a scenario in which to answer the question.

Criterion 1 Quality Indicators Specific Evidence from Materials

1a. In each 6-8 grade level, both student and

educator materials, when used as designed,

provide opportunities to develop and use specific

elements of the practice(s) to make sense of

phenomena and to design solutions to problems.

The Framework for K12 Science Education (NRC 2012):

pp. 41 – 48 and the Science and Engineering Practices

progressions identified in Appendix F.

Next Generation Science Standards: For States, By

States (NGSS Lead States 2013): 6-8 Performance

Expectations.

See the following pages for examples:

Grade 6 SE/TE page 174 (SEP.2 Developing and Using Models)

Grade 7 SE/TE pages 165, 167 (SEP.7 Engaging in Argument from Evidence)

Grade 8 SE/TE page 164–165 (SEP.3 Planning and Carrying out Investigations)



1b. In each 6-8 grade level, both student and educator

materials, when used as designed, provide

opportunities to develop and use specific elements of

the crosscutting concept(s) to make sense of



pp. 84 – 101 and the Crosscutting Concepts

progressions identified in Appendix G.



Expectations.

**Choose different performance expectations

than previously reviewed.


Grade 6 SE/TE page 164 (CCC.5 Energy and Matter)

Grade 6 SE/TE page 171 (CCC.4 Systems and System Models)

Grade 7 SE/TE pages 162–163 (CCC.4 Systems and System Models)

Grade 7 SE/TE page 166 (CCC.5 Energy and Matter)

Grade 8 SE/TE pages 582–589 (CCC.4 Systems and System Models)

1c. In each 6-8 grade level, both student and educator

materials, when used as designed, provide

opportunities to develop and use specific elements of

the disciplinary core idea(s) to make sense of



pp. 103 – 214 and the Disciplinary Core Ideas

progressions identified in Appendix E.



Expectations.

**Choose different performance expectations

than previously reviewed.


Grade 6 SE/TE pages 384–385 (ESS2.C: The Roles of Water in Earth’s Surface

Processes)

Grade 6 SE/TE pages 398–405 (ESS2.C: The Roles of Water in Earth’s Surface

Processes)

Grade 7 SE/TE pages 347–349 (ESS3.A: Natural Resources)

Grade 8 SE/TE pages 84–89 (ESS1.C: The History of Planet Earth)

Grade 8 SE/TE page 424 (ESS1.A: The Universe and Its Stars)



1d. In each 6-8 grade level, in student and educator

materials, when used as designed the three-

dimensions work together to support students to

make sense of phenomena and to design solutions to

problems.


pp. 217 – 240.



Expectations.

See the following Performance Expectation Activity pages for examples:

Grade 6 TE page 201B (MS-LS1-8)

Grade 7 TE page 185A (MS-ESS2-1)


Grade 7 TE page 259B (MS-ESS2-3)



Criterion 2: RIGOR

Materials support and guide in-depth instruction in the three intertwined NGSS dimensions*, support the integration of conceptual

understanding linked to explanations and empirical investigations that allow students to evaluate knowledge claims and develop

procedural skills while engaging in authentic and content-appropriate scientific inquiry and engineering design learning experiences, and

provide opportunities for students to engage in practice, discourse, and reflection in multiple interconnected and social contexts.

Interactive Science supports and guides detailed instruction of the science and engineering practices, disciplinary core ideas, and

crosscutting concepts from the NGSS. Each dimension is addressed throughout the chapters and lessons with content-appropriate

scientific inquiry and engineering design learning experiences. Students are provided opportunities to engage in practice, discourse, and

reflection in multiple contexts.

For example, Chapter 3 of Grade 7 is Ecosystems and Biomes. This chapter correlates to the disciplinary core idea MS-LS2 Ecosystems:

Interactions, Energy, and Dynamics. Following the chapter opener is a STEM Activity where students design, build, and test a river model to

show how water erosion and deposition create or alter land features. This directly correlates to the science and engineering practice of

Developing and Using Models as well as Analyzing and Interpreting Data. The topic of the activity correlates to the performance

expectation from the NGSS that students will construct an argument supported by empirical evidence that changes to physical or biological

components of an ecosystem affect populations. Students learn how a river erodes the bank or deposits sediment. This also correlates to

the crosscutting concept of Stability and Change because students learn how a small change in water flow can cause large changes to the

river’s system. First, students research land features formed by rivers to gain a conceptual understanding to build their river model.

Students follow the procedure laid out in the STEM Activity that leads them through the scientific stages of designing, constructing, testing,

evaluating, and redesigning their river prototype. Along the way, students collect data from their models and communicate the results to

their classmates. By completing STEM Activities such as this, students develop authentic background knowledge and can connect their

experiences to real-life scientific phenomena.

The content pages of the program continue the rigor of developing procedural skills while engaging in scientific inquiry. The first lesson of

Chapter 3, Grade 7 is Energy Flow in Ecosystems. Students learn about food chains and food webs and how energy is passed from

producers to consumers. Students use what they learn to describe a food chain from their local ecosystem. They follow the same

procedure demonstrated in the text to develop a food chain following the pattern beginning with the producer and flowing through the

first, second, and third level consumers and ending (or beginning) with decomposers. This pattern is repeated again when students are

introduced to an energy pyramid. The application of this procedure of following an energy flow beginning with its source correlates across

the three dimensions of the NGSS. The same concept applies to various cycles, systems, and processes found throughout the Interactive

Science program. A good example of this occurs in Lesson 2, Chapter 3, Grade 7, Cycles of Matter. Students connect the roles of producers,

consumers, and decomposers to the carbon and oxygen cycles. In the Apply It! feature, students are asked to describe how a cow eating

grass is part of both the carbon and oxygen cycles. Students must demonstrate strong inferring skills to evaluate the claim of the activity


and then utilize each of the three dimensions of the NGSS to construct an explanation based on empirical evidence while explaining the

flow of energy through the natural systems that include cows and grass.

Students are continually assessed to support their development of conceptual understanding. Most pages throughout the text include

questions or activities that correlate to science and engineering practices. For example, also in Lesson 2, Chapter 3, Grade 7 is a Sequence

activity where students draw a comic strip or describe a situation that shows the order of events in the nitrogen cycle. This is a creative way

for students to construct an explanation based on evidence. These activities are accompanied by a target or pencil icon and apply to a

broad range of academic skills.


2a. Materials support the development of students’

conceptual understanding of the natural world

through experiential investigations by providing

three-dimensional opportunities to fully engage

and interpret scientific explanations.


pp. 41 – 53 and Appendix F.



Expectations.


Grade 6 SE/TE pages 48–49, 84–85

Grade 7 SE/TE pages 122–123, 160–161

Grade 8 SE/TE pages 6–7



2b. Materials support the development of students’

conceptual understanding of the designed world

through authentic engineering practices to define

and solve problems by providing three-dimensional

opportunities to fully engage and apply scientific

knowledge.


pp. 41 – 53, Appendix F and Appendix I.



Expectations.




Grade 8 SE/TE pages 160–163, 462–465

2c. Materials include authentic and content-

appropriate practices for student-generated claims

with scientific evidence to make sense of

phenomena and engineering design through

evaluating and developing procedural skills.


Appendix F and Appendix H.



Expectations.

See the following pages & online references for examples:

Grade 6 SE/TE page 122 & PearsonRealize.com (Quick Lab: Watching Roots Grow)

Grade 6 SE/TE page 142 & PearsonRealize.com (Inquiry Warm-Up: Will It Bend and

Move?)

Grade 7 SE/TE pages 40–41 (Scenario Investigation: That Can’t Possibly Work!)

Grade 7 SE/TE page 45 & PearsonRealize.com (Open Inquiry: World in a Bottle)

Grade 8 SE page 57 & PearsonRealize.com (Lab Investigation: Nature at Work)



2d. Materials are designed so that educators and

students spend sufficient time engaging in the

science and engineering practices to better

understand the nature and development of

scientific knowledge in multiple interconnected and

social contexts through student-generated

discourse.


What it means to learn science pp. 251-255.



Expectations.


Grade 6 SE/TE pages 534–539, 540–547

Grade 7 SE/TE pages 556–561, 562–569



Criterion 3 & 4: COHERENCE

Learning experiences form a coherent learning progression in which each 6–8 student builds competencies in the performance

expectations through actively engaging in science and engineering practices and applying crosscutting concepts to continually build on

and revise their knowledge and skills in disciplinary core ideas. Student opportunities are directly connected to the grade-level

performance expectations to develop and use specific grade-appropriate elements of three-dimensional learning that are integrated to

develop and support students’ sense-making of phenomena and design solutions to problems.

Interactive Science follows a logical progression of topics that include breaking down disciplinary core ideas into simpler concepts. For

example, the performance expectation MS-PS1-5 “Develop and use a model to describe how the total number of atoms does not change in

a chemical reaction and thus mass is conserved” is a cumulative objective that can only be achieved after the many components that

consist within the disciplinary core idea of Matter and Its Interactions have been mastered. Chapters 12–15 of Grade 7 instruct this aspect

of physical science and are a great example of a progressive learning experience. Chapter 12 is an introduction to matter, Chapter 13 is on

the states of matter, Chapter 14 is on atoms and bonds, and Chapter 15 is on chemical reactions. Students can only complete the

performance expectation MS-PS1-5 if they understand the concepts of atoms and how they relate to matter. Interactive Science provides

adequate background information and is scaffolded to gradually build up to the performance expectation.

The Big Question in Chapter 15 is “How is matter conserved in a chemical reaction?” But even that question has to be broken down into

three lessons before students can unlock it. The lessons include the concepts of observing chemical change, describing chemical reactions,

and controlling chemical reactions. Throughout the lessons, students observe types of chemical changes, analyze reactions, create

equations, and design experiments. For example, in Lesson 1 of Chapter 15, students learn about bonding and chemical change and are

given a diagram of oxygen reacting with magnesium. Students are expected to describe what happens to the bonds in each step of the

reaction. Students are exploring the crosscutting concepts of Energy and Matter and utilizing science and engineering practices by

Analyzing and Interpreting the Data presented in the model. Another activity within this lesson has students draw or describe evidence of a

chemical reaction they have observed in food. Students are expected to prove the change was chemical by identifying color change,

formation of a precipitate, or a gas production.

The lessons explore key concepts that help to Unlock the Big Question. Each lesson has a series of Key Concept questions and interactive

activities to guide students to comprehend the Big Question. Each lesson also includes the feature Assess Your Understanding. This feature

includes questions or activities that assess the information presented in the lesson. Students are expected to circle the correct term, write

an explanation, list information, apply concepts, or compare and contrast ideas. Also included in the Assess Your Understanding feature is

a Got It? section where students can provide feedback on how well they grasp the concepts. Students can either respond, “I get it!” and

demonstrate their understanding, or write “I need extra help with__” and fill in the blank. This allows the students to continually build on

and revise their knowledge of the disciplinary core ideas.


Students answer the Big Question at the end of the chapter. They are given a context to use to answer the question. Students demonstrate

understanding by writing a balanced chemical equation and explaining the law of conservation of mass. Each assessment at the end of the

chapter includes an activity to apply the Big Question. Each chapter follows a similar progression: Introduce the Big Question, Unlock the

Big Question, and Apply the Big Question.

Criterion 3 & 4 Quality Indicators Specific Evidence from Materials

3a. Materials provide strong integration of science

and engineering practices, disciplinary core ideas,

and crosscutting concepts within each and across

grade levels.


Appendix E, Appendix F and Appendix G.



Expectations.

See the following pages as an example of integration of ESS3.C: Human Impacts

on Earth Systems across grade levels:

Grade 6 SE/TE pages 481, 490–495, 516–517


Grade 8 SE/TE page 131

3b&c. Materials within each unit and course

provide coherent learning experiences that help

students develop proficiency on a targeted set of

three-dimensional performance expectations by

intentionally linking prior knowledge and skills as a

basis of engagement.





Expectations.

See Big Ideas of Science:

Grade 6 SE pages xxviii–xxxi

Grade 7 SE pages xxxii–xxxv

Grade 8 SE pages xxx–xxxiii



3d. Materials within each unit and course focus

on the application of authentic and content-

appropriate knowledge, skills, and reasoning.





Expectations.


Grade 6 SE/TE pages 40 (Apply the Big Question (#20)), 211 (Apply it!)

Grade 7 SE/TE pages 32 (Apply the Big Question (#17)), 107 (Apply it!)

Grade 8 SE/TE page 38 (Apply the Big Question (#18))

4. Materials are directly connected to the

appropriate grade-level performance expectations

to develop and use specific science and engineering

practices, disciplinary core ideas, and crosscutting

concepts that are integrated to develop and

support students’ sense-making of phenomena and

design solutions to problems.



Expectations.

Next Generation Science Standards: 6-8 Evidence

Statements.


Grade 6 TE pages 253A, 331B

Grade 7 TE pages 35A, 71B

Grade 8 TE page 41A



The interdependence and the influence of science, engineering and technology on society and the natural world along with the

understanding of the nature of science are interconnected to the content being addressed.

Each book in Grades 6–8 includes a Science, Engineering, and Technology Skills Handbook. These handbooks have two parts that explore

science as a discipline, instead of specific scientific concepts. The two parts deal with the scientific thinking and the tools used in science.

Part 1 of Grade 8 has the Big Question “How do science and society affect each other?” The part opens by asking students how pollution

from Asia affects people in the Arctic. Students are asked to think how pollution from populated areas spreads to areas with very low

population. Students are then led into a lesson on how scientists explore the natural world and how science has an influence on our

society.

This part also addresses the nature of science and explores the aspects of the scientific method including observing, hypothesizing,

experimenting, and drawing conclusions. Students learn about the skills that scientists need, such as observing, inferring, predicting,

analyzing, and classifying.

The first part includes scientific ethics. The book emphasizes that the characteristics of a good scientist is to be unbiased and remain

objective. This is important so that students can recognize faulty reasoning, pseudoscience, or scientific data that may have been skewed.

The Scenario Investigation in Grade 7 provides an example of how bias influences scientific claims by giving students a scenario where a

scientist is motivated by money to declare a blood pressure medication effective without sufficient scientific data. Students are encouraged

to learn how to analyze scientific claims by researching published studies and remain skeptical. Students understand that for something to

be scientifically proven, the results must be repeatable and backed up with data.

This part continues with how scientific ideas and methods influence the world. A good example is how detectives use the scientific concept

of deductive reasoning to solve mysteries. In addition, many scientific discoveries that occurred by accident have had an influence on our

society. An activity in Grade 8 in Part 1 explores the Big Question by asking, “How do science and society affect each other?” Students learn

how science created plastic beverage containers and how that product was embraced by society but eventually became a problem. Science

was used again to learn how to recycle those bottles and design bottles that use less plastic. Students explain how science and other

aspects of society influence each other.

Scientific inquiry is also addressed in the first part of the handbook. Students learn how to design and conduct an experiment. They learn

how to set up an experiment to test their hypothesis and how to account for variables. Students learn proper methods for using a control,

collecting data, and drawing conclusions.


The second part of the Science, Engineering, and Technology Skills Handbook deals more with the tools scientists use. This part explores

how scientists measure mass, weight, volume, and density using the metric system and the International System of Units (SI). This part

goes on to describe how science and mathematics are interdependent. Scientists measure data using mathematics. Students learn that

measurement is a common language, and that science is a global profession where scientists from around the world use the same

language of mathematics to communicate. Students learn more about the tools scientists use, such as graduated cylinders, scales, timers,

thermometers, and so on.

Part 2 of the handbook emphasizes that students need to have strong math skills to become scientists. In addition to measurement skills,

students also learn about statistics and data sets. Students learn to recognize when data shows trends or when data is anomalous. Graphs

are explored and students practice reading and creating line graphs. Students should come to the conclusion that science and

mathematics are connected and that science is heavily dependent on math skills.


6a. Materials integrate the interdependence of

science, engineering, and technology as significant

elements in learning experiences.


pp. 203, 210-212 and Appendix J.



Expectations.


Grade 6 SE/TE pages 306, 474–477

Grade 7 SE/TE pages 264–267, 400–403




6b. Materials demonstrate the influence of

engineering, technology, and science on society

and the natural world as significant elements in

learning experiences.


pp. 203, 212-214 and Appendix J.



Expectations.


Grade 6 SE/TE pages 540, 547

Grade 7 SE/TE pages 554–555, 562


7. Materials integrate understandings about the

nature of science as significant elements in learning

experiences.


Appendix H.



Expectations.


Grade 6 SE/TE pages 540–543, 549–550




Criterion 5, 8 & 9: COHERENCE

Instructional sequence provides multiple approaches to achieve proficiency of the performance expectations and a logical progression

of diverse instructional strategies for student learning.

Each book follows a similar structure of features to provide multiple methods of instruction and a logical progression of content. Each book

is broken into four scientific strands related to the NGSS major domains of physical science, life science, earth and space science, and

engineering design. For example, Chapters 1–4 of Grade 7 relate to life science, Chapters 5–11 relate to earth science, Chapters 12–15

relate to physical science, and the Science, Engineering, and Technology Skills Handbook relates to engineering design.

Each chapter is broken into lessons, and each lesson contains similar features and activities related to the correlating performance

expectation. All chapters open with the Big Question, vocabulary, and a STEM Activity or Scenario Investigation. All chapters end with a

Study Guide and Review and Assessments. In addition, a feature titled Science Matters appears after each chapter. All lessons begin with

an Unlock the Big Question feature and include a variety of lab investigations, inquiry warm-ups, and quick labs. Lessons also include Apply

It! and Assess Your Understanding features to assess student progress.

The chapter openers introduce the Big Question and pose a question or relatable scenario. For example, Chapter 1 of Grade 6 begins with

a deep-sea creature and poses the question “How are you like this creature?” This is a good method for drawing students into the lesson

and introducing the Big Question, “What are cells made of?” Students reach the conclusion that the young animal doesn’t have features

such as skin, a mouth, or hair like a person, but that both the creature and humans are composed of cells.

Following the chapter opener is a page titled Getting Started. This page includes a background paragraph and a quick check question to

prepare students for the content in the chapter. For example, the Getting Started page in Chapter 1 of Grade 6 includes a paragraph about

using a magnifying lens to look at organisms in dirt. The Quick Check question utilizes a vocabulary skill of identifying prefixes, and focuses

on the term “multicellular organisms.” This Getting Started page gets students thinking about very small organisms, which directly relates

to the content about cells in the subsequent lessons.

Students are further prepared for the chapter with the Chapter Preview page. This page contains a list of vocabulary terms found within

each lesson. The terms follow the same progression of the lessons and occur in order. Teachers can use this page to determine if students

possess any schema over the concepts or they can use the terms to develop diverse instructional activities for defining unknown terms as

students read.

Each lesson opens with keys to Unlock the Big Question. These keys are questions related to the Big Question that can be answered in the

lesson. For example, in Lesson 1, Chapter 1, Grade 6, the Unlock the Big Question keys are What are Cells?, What Is the Cell Theory?, and

How Do Microscopes Work? Students can easily determine where to find the answers to these questions because the keys also act as


section headings. Each section also contains subheadings. The subheadings are What are Cells?, Cells and Structure, and Cells and

Function. By breaking down the Big Question into sub-questions, and breaking the sub-questions into subheadings, students can follow a

logical instructional sequence.

The performance expectations are focused on throughout the lesson as students complete activities and questions that appear on nearly

every page. Each lesson includes a feature titled Assess Your Understanding that directly relates to performance expectations. For

example, Lesson 1, Chapter 1 of Grade 6 relates to the performance expectation MS-LS1-1 “Conduct an investigation to provide evidence

that living things are made of cells; either one cell or many different number and types of cells.” The Assess Your Understanding asks

students to explain why plastic plants and stuffed animals are not alive and encourages students to use evidence that can be found by

looking at organisms through a microscope. The Assess Your Understanding provides diverse instructional methods by featuring a variety

of question types and different activities. For example, the Assess Your Understanding from Lesson 1, Chapter 1, Grade 6 includes

questions requiring students to define, estimate, compare and contrast, explain, relate cause and effect, and apply concepts.

Criterion 5, 8 & 9 Quality Indicators Specific Evidence from Materials

5. Materials provide learning opportunities that

include instructional strategies to facilitate three-

dimensional learning.


Appendix D with the Case Studies and Appendix K.



Expectations.


Grade 6 TE pages 43A, 79A

Grade 7 TE page 35B




8. Instructional sequence consistently provides

multiple opportunities and adequate time for

student learning.


Appendix E.



Expectations.

See examples of pages demonstrating the 5E (Engage, Explore, Explain, Elaborate,

Evaluate) Instructional sequence:

Grade 6 TE pages 8–9 (LS1.A: Structure and Function), 50–52 (LS1.B: Growth and

Development of Organisms)

Grade 7 TE pages 80–83 (LS1.C: Organization for Matter and Energy Flow in

Organisms)

Grade 8 TE pages 8–13 (LS3.A: Inheritance of Traits), 62–65 (LS4.A: Evidence of

Common Ancestry and Diversity)

9a. Materials use diverse instructional strategies

that provide clear purposes for learning

experiences (e.g., elicit preconceptions, teach new

knowledge, build skills and abilities, and connects

to prior knowledge).


Appendix A and Appendix D with the Case Studies.



Expectations.

See citations below for Blended Path and Inquiry Path in each lesson. A Digital Path

is also available in the online course.

Grade 6 TE pages 8A–8B, 286A–286B

Grade 7 TE pages 80A–80B

Grade 8 TE pages 48A–48B, 470A–470B



9b. Materials use instructional strategies in a logical

progression that provides clear purposes for

learning experiences (e.g., elicit preconceptions,

teach new knowledge, build skills and abilities, and

connect to prior knowledge).


Appendix D with the Case Studies.



Expectations.

For a representative example, see the progression through Introduce the Big

Question, Unlock the Big Question, Answer the Big Question, Apply the Big

Question, and Review the Big Question in Grade 6, Chapter 2:

Grade 6 SE/TE pages 44–45, 50–73, 74–76

(LS3.B: Variation of Traits)



Materials support and guide in-depth instruction in the three intertwined NGSS dimensions, with clear connections to the Common Core

State Standards (CCSS) in Mathematics and English Language Arts & Literacy and the Oregon English Language Proficiency Standards.

The Interactive Science program incorporates science and engineering practices, disciplinary core ideas, and crosscutting concepts and

includes content related to state standards in mathematics and English language arts and literacy.

Science and engineering practices such as Analyzing and Interpreting Data; Asking Questions and Defining Problems; Constructing

Explanations and Designing Solutions; Developing and Using Models; Engaging in Argument from Evidence; and Obtaining, Evaluating, and

Communicating Information appear in each grade level under the figures, inserts, and assessments that appear throughout each lesson. In

addition, crosscutting concepts such as Cause and Effect; Influence of Science, Engineering, and Technology on Society and the Natural

World; Scale, Proportion, and Quantity; and Structure and Function are interwoven into those same features. For example, Lesson 1,

Chapter 2, Grade 6 correlates to the disciplinary core idea LS3.A Inheritance of Traits. The Assess Your Understanding at the end of the

lesson addresses the crosscutting concept of relating Cause and Effect and has students perform the science and engineering practice

Engage in Argument from Evidence to explain why a pea plant that is a hybrid for stem height is tall.

Multiple disciplinary core ideas are blended with crosscutting concepts and science and engineering practices in the Science Matters

features that appear after each chapter. For example, following Chapter 2 in Grade 1 is a Science Matters feature titled Nature vs. Nurture.

Students read about wildlife rehabilitators and whether behaviors of animals are learned or inherited. This feature addresses the

disciplinary core ideas of LS1.B Growth and Development of Organisms as well has LS3.A Inheritance of Traits. Furthermore, students are

asked to design a rehabilitation activity to help orphaned animals learn a skill to survive in the wild. This addresses several crosscutting

concepts such as Cause and Effect and Structure and Function, as well as the science and engineering practices of Planning and Carrying

Out Investigations and Constructing Explanations and Designing Solutions.

The Interactive Science program is designed to include interactive activities as well as informational text. At the most fundamental

implementation of this program, students can read and respond to the text, which correlates to English Language Arts (ELA) of the

Common Core State Standards and Oregon’s English Language Proficiency (ELP) standards. Students are expected to respond to

information presented in the text both orally and through writing.

The presentation of the material in Interactive Science correlates to informational reading, writing, speaking and listening, and even the

language domains for the Common Core English Language Arts Standards. Reading skills are targeted in each lesson and are identified in

the beginning of each chapter in the Chapter Preview. For example, Chapter 1, Grade 6 addresses sequencing, identifying the main idea,

comparing and contrasting, and relating cause and effect. Students sequence scientists by their discovery dates, underline phrases or

sentences that describe the main ideas about specialized cells, compare and contrast compounds, and identify the cause and effect of


diffusion. These reading skills are highlighted on the first page after the lesson opener and are accompanied by a target icon. Students

develop their English language skills throughout the text by combining those skills with NGSS dimensions. For example, two science and

engineering practices for Grade 6 are Analyzing and Interpreting Data and Engaging in Argument from Evidence. This relates to ELP.6-8.6

“An ELL can analyze and critique the arguments of others orally and in writing.” In science, students are expected to construct convincing

arguments based on empirical evidence and scientific reasoning. The same concept is applied to English language arts except students

support their arguments with textual evidence.

Mathematics is also frequently assessed throughout the Interactive Science program. Students are asked to use their mathematics skills to

interpret graphs and make computations to analyze data. In addition, math skills are also instructed to support mathematical exploration.

For example, Grade 6 includes a lesson on Probability and Heredity. For students to understand heredity and the chances of genes being

passed on to offspring, students need to understand how to compute probability. That lesson includes a thorough explanation of

probability and several practice questions.

A feature titled Do the Math! appears regularly throughout the program and assesses students’ mathematical abilities. Math! questions

also appear in the chapter assessments, often in the form of a word problem featuring a scenario related to the scientific phenomena

presented in the text. Mathematics is also emphasized as an interdependent component of science in the Science, Engineering, and

Technology Skills Handbook. Many of the skills students learn in math class will overlap with the scientific concepts.



3e. Materials across and throughout grades 6-8

build coherent learning progressions by integrating

science and engineering practices, disciplinary core

ideas, and crosscutting concepts.


pp. 33-34, Chapter 5-8 and Appendix E.



Expectations.

6-8 NGSS grade-level standards: Connections to other

disciplinary core ideas at the grade band and

Articulation of disciplinary core ideas across grade

band.


Grade 6 SE/TE page 52 (SEP. 5: Using Mathematics and Computational Thinking,

LS3.A: Inheritance of Traits, CCC.1: Patterns)

Grade 6 SE/TE page 55 (SEP.7: Engaging in Argument from Evidence, LS3.A:

Inheritance of Traits, CCC.2: Cause and Effect)

Grade 7 SE/TE page 32 (SEP.2: Developing and Using Models, LS1.C: Organization

for Matter and Energy Flow in Organisms, CCC.2: Cause and Effect)

Grade 7 SE/TE page 55 (SEP.2: Engaging in Argument from Evidence, LS2.A:

Interdependent Relationships in Ecosystems, CCC.2: Cause and Effect)

Grade 8 SE page 227 (SEP. 5: Using Mathematics and Computational Thinking,

PS3.A: Definitions of Energy, CCC.7: Stability and Change)

3f. Where appropriate, materials across and

throughout grades 6-8 provide multiple

disciplinary core ideas and cross-cutting concepts

that are used together to explain phenomena.





Expectations.

6-8 NGSS grade-level standards: Connections to other

disciplinary core ideas at the grade band and

Articulation of disciplinary core ideas across grade

band.

See the following Science Matters pages as examples:

Grade 6 SE/TE pages 78 and 200 (LS1.B: Growth and Development of Organisms,

CCC.6: Structure and Function)

Grade 7 SE/TE pages 70 and 117 (ESS3.C: Human Impacts on Earth Systems, CCC.6:

Structure and Function)

Grade 8 SE/TE page 41 (LS3.A: Inheritance of Traits, CCC.2: Cause and Effect)



3g. Where appropriate, materials across and

throughout grades 6-8 include science and

engineering practices that are integrated with other

content area practices.


Appendix F



Expectations.

6-8 NGSS grade-level standards: Connection Boxes and

the Commonalities Among Practices in Science,

Mathematics, English Language Arts and English

Language Proficiency (NSTA Venn and Understanding

Language Venn Diagram).

See the following Science Matters pages as examples:

Grade 6 SE/TE pages 252 and 276 (SEP.8: Obtaining, Evaluating, and

Communicating Information)

Grade 7 SE/TE pages 71 (SEP.3: Planning and Carrying Out Investigations), 116

(SEP.8: Obtaining, Evaluating, and Communicating Information)

Grade 8 SE/TE page 40 (SEP.8: Obtaining, Evaluating, and Communicating

Information)

10a. Materials provide relevant grade-appropriate

connection(s) to the Common Core State Standards

(CCSS) in Mathematics.


Appendix L (pp. 21-27).



Expectations.

6-8 NGSS grade-level standards: Connection Boxes,

Common Core State Standards-Mathematics.

See Do the Math!, Math! questions, and Apply It!:

Grade 6 SE pages 40, 57

Grade 7 SE pages 49, 52

Grade 8 SE page 33



10b. Materials provide relevant grade-appropriate

connection(s) to the Common Core State Standards

(CCSS) in English Language Arts & Literacy.


Appendix M.



Expectations.

6-8 NGSS grade-level standards: Connection Boxes,

Common Core State Standards- English Language Arts

(Science & Technical Subjects).


Grade 6 SE/TE page 11 (Sequence)

Grade 6 TE page 43B (ELA/Literacy)

Grade 7 SE/TE page 143 (Compare and Contrast)

Grade 7 TE page 155A (ELA/Literacy)

Grade 8 TE page 41B (ELA/Literacy)

10c. Materials provide relevant grade-appropriate

connection(s) to the Oregon English Language

Proficiency Standards.



Expectations.

The Framework for English Language Proficiency

Development Standards: pp. 26-30 and English

Language Proficiency Standards: pp. 31- 34.


Grade 6 SE/TE page 167 Communicate (ELP.6–8.4: An ELL can construct grade-

appropriate oral & written claims & support them with reasoning and evidence.)

Grade 6 SE/TE page 546 Communicate (ELP.6–8.6: An ELL can analyze & critique the

arguments of others orally & in writing.)

Grade 7 SE/TE page 266 #14–15 (ELP.6–8.2 An ELL can participate in grade-

appropriate oral & written exchanges of information, ideas, & analyses,

responding to peer, audience, or reader comments & questions)

Grade 7 SE/TE page 394 Communicate It (ELP.6–8.5: An ELL can conduct research &

evaluate & communicate findings to answer questions or solve problems)

Grade 8 SE page 163 #14–15 (ELP.6–8.2 An ELL can participate in grade-

appropriate oral & written exchanges of information, ideas, & analyses,

responding to peer, audience, or reader comments & questions)


SECTION II: Instructional Supports

Supporting Criteria

II - INDICATORS OF QUALITY:

Student Engagement Evidence

11. Engages students in authentic and meaningful learning experiences that reflect real-world science and engineering practices in the NGSS

performance expectations and are grounded in students’ experiences to provide a context for making sense of phenomena and/or designing

solutions to problems through the following indicators:

a. The context of learning experiences, including

relevant phenomena, questions, or problems,

engages students in three‐dimensional learning.

See Unlock the Big Question keys:




b. Provides relevant firsthand experiences or

models that allow students to make sense of the

physical and natural world.


Grade 6 SE/TE pages 568–571 (STEM Activity: Out of the Corner of Your Eye)

Grade 7 SE/TE page 19 & PearsonRealize.com (Lab Investigation: Exhaling Carbon

Dioxide)

Grade 7 SE/TE page 45 & PearsonRealize.com (Lab Investigation: World in a Bottle)

Grade 8 SE/TE pages 556–559 (STEM Activity: Flipping the Switch)

Grade 8 SE/TE page 57 & PearsonRealize.com (Lab Investigation: Nature at Work)




c. Engages students in multiple practices that are

integrated into relevant disciplinary core ideas and

crosscutting concepts to support making sense of

phenomena and designing solutions to problems

through inquiry and engineering design

experiences.



Grade 7 SE/TE pages 360–361, 440–441


d. Provides opportunities for students to connect

their explanation of a phenomenon and/or their

design solution to a problem to their own

experience.

See My Planet Diary (BLOG):


Grade 8 SE/TE pages 24, 388, 438

e. Provides relevant applications for students to

relate science to life, home, school, and various

careers, and to apply their knowledge and skills as

scientifically literate citizens.





12a. Facilitates deeper understanding of the


concepts by building upon prior knowledge.

See chapter opener and Getting Started:







12b. Facilitates deeper understanding of the


concepts by identifying and correcting

misconceptions.

See My Planet Diary (MISCONCEPTION):




13. Through scientific discourse in oral, visual,

and/or written form, materials provide frequent

opportunities for students to express, clarify,

justify, interpret, represent their ideas, and respond

to peer and teacher feedback.


Grade 6 TE page 36 (21st Century Learning)

Grade 6 SE/TE page 331 (Design It!)

Grade 7 TE page 17 (21st Century Learning)

Grade 7 SE/TE page 266 (Communicate Results (#15))

Grade 8 SE/TE page 119 (Design It!)



Key Criteria


Differentiated Instruction Evidence

14. Provides guidance for teachers to support differentiated and culturally responsive (i.e., purposefully represents diverse cultures, linguistic

backgrounds, learning styles, and interests) instruction in the classroom so that every student’s needs addressed by including:

a. Suggestions for how to promote equitable

instruction by making connections to culture,

home, neighborhood, and community, as

appropriate.


Grade 6 TE page 497 (Lead a Discussion)


Grade 7 TE pages 36 (Introduce the Big Q), 41 (Extension Activities)

Grade 8 SE/TE pages 124–125 (Scenario Investigation: Light Bulbs Can’t Use Much

Energy)

b. Appropriate scaffolding, Interventions, and

supports, including integrated and appropriate

reading, writing, listening, and speaking alternatives

(e.g., translations, picture support, graphic

organizers) that neither sacrifice science content

nor avoid language development for English

language learners, special needs, or below grade

level readers.

See ELL Support citations:

Grade 6 TE pages 50B, 51

Grade 7 TE pages 10B, 11

Grade 8 TE page 24B

c. Digital and print resources that provide various

levels of readability (e.g., based on the CCSS three

part model for measuring text complexity).

See “My Science Coach & My Reading Web” at the chapter level on

PearsonRealize.com. A feature is available titled “Read at My Level” that offers

three different reading levels for the same content. These reading passages

provide additional support for the content of the chapter.

http://www.pearsonrealize.com/



Differentiated Instruction Evidence

d. Modifications and extensions for all students,

including those performing above their grade level,

to develop deeper understanding of the practices,

disciplinary core ideas, and crosscutting concepts.

See Response to Intervention and Differentiated Instruction features throughout each

lesson:

Grade 6 TE pages 11, 15

Grade 7 TE pages 15, 19

Grade 8 TE pages 13

e. Technology and digital media to support, extend,

and enhance learning experiences.

Digital resources are available at PearsonRealize.com that both supplement and

replace the printed version. Students and teachers have access to STEMQuest,

Labs, STEM, and Program Resources as well as an eText. Students have access to

videos, assessments, and interactive activities that support, extend, and enhance

the printed material.

f. Materials in multiple language formats.

A Spanish version of the text is available: Ciencias Interactivas

15. Includes grade-level appropriate academic and

content-specific vocabulary in the context of the

learning experience that is accessible, introduced,

reinforced, reviewed and augmented with visual

representations when appropriate.

See Vocabulary Skill pages and in-lesson vocabulary activities:







Supporting Criteria


Extensions & Educator Supports Evidence

16. Provides guidance for teachers throughout the

unit for how learning experiences build on each

other to support students in developing deeper

understanding of the practices, disciplinary core

ideas, and crosscutting concepts.

Each lesson in the Teacher’s Edition opens with a Lesson Planner page that

recommends pacing, gives a Content Refresher, and summarizes the Blended Path

and Inquiry Path.

17. Provides scaffolded supports for teachers to

facilitate learning of the practices so that students

are increasingly responsible for making sense of

phenomena and/or designing solutions to

problems.

At www.PearsonRealize.com, each chapter has a Lab Investigation with two

different levels of inquiry (Directed and Open) in exploring a phenomenon or

designing a solution. Additionally, for each lesson, Review and Reinforce, Key

Concept Summary, and Enrich supports provide opportunities for students to

practice and demonstrate content mastery at increasing levels of complexity.

18. Provide digital and print materials that are

consistently formatted, visually focused, and

uncluttered for efficient use.

Digital eText versions of the print Student and Teacher editions are available, as

are separate blackline masters for each STEM Activity and Scenario Investigation

therein. Digital blackline masters for Labs (Inquiry Warm-Ups, Quick Labs, and Lab

Investigations) and teacher’s edition resources (Review and Reinforce, Key Concept

Summary, and Enrich) that are consistent with the text format and ready for

student use are also provided at www.PearsonRealize.com.

19. Provide virtual labs, simulations, and video-

based learning experiences.

Virtual labs are made available through www.PearsonRealize.com. Students also

have access to Untamed Science Videos. Each chapter has online videos.

20. Allow teachers to access, revise, and print from

digital sources (e.g., readings, labs, assessments,

rubrics).

www.PearsonRealize.com includes native materials, materials from print matter,

and materials teachers can upload themselves. In addition to physical material,

the digital source provides songs, videos, and interactive lessons.

21. Supplies and equipment, when provided, are

high quality (e.g., durable, dependable) and

organized for efficient use.

Supplies and equipment for these programs are not provided.








22. Provide thorough lists that identify by learning

experience all consumable and non-consumable

materials aligned for both instruction and

assessment.

The Table of Contents in each text identifies the STEM Activities, Scenario

Investigations, and lab activities aligned with the content in each chapter:

Grade 6 TE pages vi–xix

Grade 7 SE pages vi–xxiii

Grade 8 SE pages vi–xxi

Subsequently, materials required for these activities and for in-lesson Teacher

Demos are identified at the beginning of the associated activity pages. For

examples, please see:

Grade 6 SE/TE page 6, page 23 & PearsonRealize.com (Quick Lab: Gelatin Cell

Model)

23. Use scientifically accurate and grade-

appropriate scientific information, vocabulary,

phenomena, models, and representations to

support students’ three-dimensional learning.

See full lessons:




24. Adhere to safety laws, rules, and regulations

and emphasize the importance of safety in science.

See lessons on science safety:







25. Make available ongoing and embedded

professional development for implementation and

continued use of the instructional materials.

A wide variety of Professional Development assets is available in the digital

Oregon Interactive Science course at www.PearsonRealize.com. Professional

Development Notes related to chapter and lesson content are also embedded in

the Teacher’s Edition. For examples, see:

Grade 6 TE pages xxiv–xl


Grade 8 TE pages xxxii–xlix, 12

SECTION III: Monitoring Student Progress

Supporting Criteria


Monitoring Student Progress Evidence

26. Elicits direct, observable evidence of three‐

dimensional learning using practices with core

ideas and crosscutting concepts to make sense of

phenomena and/or to design solutions that have

been covered adequately in the instructional

materials.

See Performance Expectation Activities:

Grade 6 TE pages 43B, 79C

Grade 7 TE pages 117B, 155C

Grade 8 TE pages 41B





27. Includes editable and aligned rubrics, scoring

guidelines, and exemplars that provide guidance

for assessing student performance along all three

NGSS dimensions to support teachers in (a)

planning instruction and (b) providing ongoing

feedback to students.

STEM Quest and Quest online activities at www.PearsonRealize.com that are

aligned to specific NGSS performance Expectations include editable rubrics

28. Uses varied modes (selected, constructed,

project-based, extended response, and

performance tasks) of instruction-embedded pre-,

formative, summative, peer, and self-assessment

measures of three-dimensional learning.

See variety of in-lesson assessments:




29. Provides multiple opportunities for students to

demonstrate and receive feedback on performance

of practices connected with their understanding of

disciplinary core ideas and crosscutting concepts.

See the following pages and online resources for examples:

Grade 6 SE/TE page 15 & PearsonRealize.com (Lab Investigation: Design and Build a

Microscope), page 23 & PearsonRealize.com (Quick Lab: Gelatin Cell Model)

Grade 7 SE/TE page 29 & PearsonRealize.com (Quick Lab: Modeling Mitosis), page

145 and PearsonRealize.com (Quick Lab: Humans and Biodiversity)

Grade 8 SE/TE page 29 & Pearsonrealize.com (Lab Investigation: How are Genes on

the Sex Chromosomes Inherited?)





30. Assesses student proficiency using methods,

vocabulary, representations, models, and examples

that are accessible and unbiased for all students.

See Standardized Test Prep pages:




31. Digital assessments are easy to manipulate and

customize, are linked to Common Core State

Standards, and have large problem banks.

Teachers are able to upload their own assessments. Lessons and activities are

provided with accompanying NGSS standards. Many activities are correlated to

these standards and the associated standards can be viewed by clicking on the

“Info” button by each lesson. Editable and customizable digital assessments are

available in the forms of Lesson Quizzes for each lesson and Chapter Tests for

each chapter.

32. Digital assessment platform allows teachers to

easily access student work and provide feedback.

Assessments and assignments can be assigned online. Teachers can easily access

student work. Students can complete the assignments online and submit them

digitally for review or print them out.

33. Provides teachers with a range of data to

inform instruction that can interface with multiple

electronic grade book platforms.

Data is made available to teachers on the digital interface. Teachers can view test

scores, assignments, and track the number of students that have signed in.

34. Provides print and digital assessments that are

platform- and device-independent.

Most assessments available online can be printed out from

www.PearsonRealize.com. The website is also available on mobile devices.


Documents

Oregon Interactive Science - Pearson Education · The Framework for K12 Science Education (NRC 2012): pp. 103 – 214 and the Disciplinary Core Ideas progressions identified in Appendix