Page 1 of 7

Science Instructional Materials Review Rubric

Adapted from EQuIP Rubric for Science Grade K-12 - https://www.nextgenscience.org/sites/default/files/EQuIPRubricforSciencev3.pdf

Email Address: _____________________________________________ISBN: ________________

Title: _____________________________________________________ Date: ________________

Publisher: _________________________________________________

Reviewers: _______________________________________________________________________________________________________________________________________________________

I - Science Standards

Criteria Criteria Indicators (if necessary) 3 - Extensive 2 - Adequate 1 - Inadequate 0 - None Comments

A. Presence of Three

Dimensions of

Science: Builds

understanding of the

science and

engineering

practices (SEPs),

disciplinary core

ideas (DCIs), and

crosscutting

concepts (CCCs).

i. Provides opportunities to develop and use specific

elements of the SEP(s)

ii. Provides opportunities to develop and use

specific elements of the DCI(s)

iii. Provides opportunities to develop and use

specific elements of the CCC(s)

3 of the Criteria

Indicators are met

2 of the Criteria

Indicators are met

1 of the Criteria

Indicators are met

None of the

Criteria Indicators

are met

B. Integration of Three Dimensions of Science: Materials integrate elements

of the SEPs, CCCs, and DCIs for student sense‐making: Three dimensions

of science (SEPs, CCCs, and DCIs) are integrated (consistently utilized in

conjunction with each other) to help students make sense of phenomenon

and solve problems.

Three dimensions

of science (SEPs,

CCCs, and DCIs)

are consistently

integrated.

Three dimensions

of science are

integrated in

certain portions of

the instructional

material

Three dimensions

of science are

rarely integrated in

the instructional

material

Three dimensions

of science (SEPs,

CCCs, and DCIs)

are separated and

not integrated for

student sense

making.

C. Alignment to Standards: The DCI Concepts (science content) in the

instructional materials align to the Utah Science with Engineering Education

(SEEd) Standards

DCI concepts

(science content)

in the instructional

material align to

100% the SEEd

Standards for the

Grade/Course

DCI concepts

(science content)

in the instructional

material align to

75% of the SEEd

Standards for the

Grade/Course

DCI concepts

(science content)

in the instructional

material align to

50% of the SEEd

Standards for the

Grade/Course

DCI concepts

(science content)

in the instructional

material align to

Less than 50% of

the SEEd

Standards for the

Grade/Course

D. Scientific Accuracy: Uses scientifically accurate and grade‐appropriate

scientific information, phenomena, and

representations to support students’ three‐dimensional

learning

Instructional

Materials are

scientifically

accurate and grade

appropriate

n/a n/a Instructional

Materials are NOT

scientifically

accurate and grade

appropriate

Page 2 of 7

II - Science Pedagogy

Criteria Criteria Indicators 3 - Extensive 2 - Adequate 1 - Inadequate 0 - None Comments

A. Focus on

Phenomena

(Science) or

Problems

(Engineering):

Making sense of

phenomena and/or

designing solutions

to a problem drive

student

learning.

i. Student questions and prior experiences related to

the phenomenon or problem motivate

sense‐making and/or problem solving

ii. The focus of the lesson is to support students in

making sense of phenomena and/or designing

solutions to problems

iii. When engineering is a learning focus, it is

integrated with developing disciplinary core ideas

from physical, life, and/or earth and space sciences

3 of the Criteria

Indicators are met

2 of the Criteria

Indicators are met

1 of the Criteria

Indicators are met

None of the

Criteria Indicators

are met

B. Scaffolding:

Identifies and builds

on students’ prior

learning in all three

dimensions

i. Provides supports to help students engage in the

practices and gradually adjusts supports over time

so that students are increasingly responsible for

making sense of phenomena and/or designing

solutions to problems (Required)

ii. Explicitly identifies prior student learning expected

for all three dimensions

iii. Clearly explains how the prior learning will be

built upon

3 of the Criteria

Indicators are met

2 of the Criteria

Indicators are met

(II-B-i MUST BE

MET)

Only Criteria

Indicator II-B-i has

been met

None of the

Criteria Indicators

are met

C. Teacher

Supports: Supports

teachers in

facilitating coherent

student learning

experiences over

time

i. Provides strategies for linking student

engagement across lessons (e.g. cultivating new

student questions at the end of a lesson in a way

that leads to future lessons)

ii. Providing strategies for ensuring student

sense‐making and/or problem‐solving is linked to

learning in all three dimensions (e.g. Claim

Evidence Reasoning-CER Framework for

communicating sense-making, teacher probing

questions)

iii. Provides additional resources for student

learning (e.g. Models, simulations, and/or data sets

for students investigation)

3 of the Criteria

Indicators are met

2 of the Criteria

Indicators are met

1 of the Criteria

Indicators are met

None of the

Criteria Indicators

are met

D. Assessments:

Includes formative,

summative,

and guidance

measures for

interpreting student

performances that

assess three‐

dimensional science

learning.

i. Embeds formative assessment processes

throughout conceptual development that surfaces

student understanding to inform instruction

ii. Embeds summative assessment processes

following conceptual development that evaluate

student learning and measure understanding

iii. Includes aligned rubrics or scoring guidelines that

provide guidance for interpreting student

performance

3 of the Criteria

Indicators are met

2 of the Criteria

Indicators are met

1 of the Criteria

Indicators are met

None of the

Criteria Indicators

are met