|
Parameter
|
Level
1
|
Level
2
|
Level
3
|
Level
4
|
|
Cultural
Relevance
How well does the unit examine topics of cultural significance,
involve cultural experts and address cultural standards?
|
Cultural
significance unclear or absent. |
Cultural
knowledge is suggested or implied. |
Cultural
knowledge is apparent. |
Cultural
knowledge is prominent and insightfully explored. |
| Involvement
of cultural experts not mentioned. |
Role
of cultural experts unclear. |
Cultural
experts involved. |
Cultural
experts are a significant and critical part of unit implementation. |
| Cultural
values, skills and standards not identified. |
Cultural
values, skills and standards suggested or implied. |
Cultural
values, skills and standards identified. |
Cultural
values, skills and standards clearly identified and tied closely to
and readily accomplished by lessons. |
|
Standards
Based
How well does the unit identify an appropriate number of state math
or science standards; describe specifically what is to be learned
about those standards; and provide an adequate number of properly
sequenced opportunities that lead students to a deeper understanding
of the standards?
|
Standards
not identified. |
Standards
identified but inappropriate. |
Appropriate
standards identified. |
Appropriate
number of standards identified and specifically tied to unit. |
| Skills
and/or knowledge to be gained not identified |
Skills
and/or knowledge to be gained are identified but not relevant to standards
chosen. |
Skills
and knowledge to be gained are identified. |
The
specific content and skills to be learned are clearly identified,
age-appropriate and clearly tied to standards. |
| Lesson
activities not described. |
Activities
don’t address standards or are described inadequately to ascertain
targeted skills and knowledge. |
Includes
an adequate number of appropriate activities. |
Activities
thoroughly explained and properly sequenced to allow for development
of skills and knowledge (standards). |
|
Best
Practices
How
well does the unit incorporate strategies which: focus on student
understanding and use of scientific knowledge, ideas and inquiry
process; guide students in active and extended scientific inquiry;
and support a classroom community with cooperation, shared responsibility,
and respect?
|
Teaching
strategies unclear or not described. |
Teaching
strategies do not attend to student understanding and use of knowledge
and skills. |
Strategies
include some attention to student understanding and use of knowledge,
ideas and inquiry processes. |
Strategies
directly target student understanding and use of knowledge, ideas
and inquiry processes (conceptual understanding and skill development). |
| Teaching
strategies unclear or not described. |
Strategies
do not engage students in active investigations. |
Activities
include some active student investigation. |
Teachers
guides student in active and extended inquiry by provision of appropriately
sequenced student investigations and use of questioning strategies
to elicit concept. |
| Teaching
strategies unclear or not described. |
Teacher
maintains responsibility and authority for learning. |
Some
evidence of shared responsibility for learning. |
Responsibility
for learning is shared with students by teacher acting as a facilitator
and creating a classroom community of cooperation and respect |
|
Assessment
How
well does the unit engage in ongoing assessment of : student understanding
of highly valued, well-structured knowledge; student skill development
and reasoning ability; diverse representations of understanding
|
Assessment
not described. |
Students
tested at end of unit on factual understanding that can be easily
measured. Assessment of deep scientific, mathematical, or cultural
understandings or skill development is absent. |
Some
evidence of ongoing assessment to determine what students know and
are able to do. |
Students
assessed throughout unit as a guide to instructional choices. Assessments
tap deeper cultural, scientific and mathematical, understanding, reasoning
and skill development tied to standards. Diverse representations of
understanding encouraged. |
