Criterion #5.21: Grade 6, TE p. 381, Integrated ELD/Proficiency Levels. The teacher resources provide guidance and support for engaging students in collaborative conversations using grade level appropriate academic vocabulary for scientific discourse. Edits and Corrections: The following edits and corrections must be made as a condition of adoption: The panel recommends the following edits and corrections: # Grade Level Component Page Number(s) Current Text Proposed Corrected Text Reason for Edit 1 7 TE T28-T34 Unit Performance Task (Optional) Required [in every instance within the adjusted task allotted time column of the pacing guide for grades 6, 7, and 8.] The evidence for some performance expectations only appears in the performance tasks. 2 7 TE T28-T34 Assessment (Assessment Guide) (Optional) Required [in every instance within the adjusted task allotted time column of the pacing guide for grades 6, 7, and 8.] The evidence for some performance expectations only appears in the performance tasks. 3 7 AG T43 1. Asking Questions and Defining Problems Add SEP codes from the AG to the TE (as applicable). SEP Code is inconsistent between AG and TE.
4 8 AG Example 1: Develop and/or use a model to predict and/or describe phenomena. Example 2: Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. Example 1: Develop and use a model to describe phenomena. Example 2: Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs [These proposed corrected texts may replace the current text or be added to the table. In addition to these examples, the table needs to be checked for the presence of each SEP bullet point as listed in the CA NGSS.] The current table lists the progression of the SEP bullet points, which fall short in meeting the PE criteria in the CA NGSS, due mainly but not entirely to the and/or statements. 5 8 TE 241, 246 Step 2: Have the person playing Earth…. Step 3: Keeping the moon held Step 4: Switch roles and repeat STEPS 2 and 3 Step 2: Use these materials to demonstrate each phase of the moon. This PE for the students is to develop the model. By making this change the students will develop a model and not just use a model.
6 8 TE 246 Step 2: The partner playing Earth faces the sun…. Step 3: Earth closes one eye and slowly turns….. Step 4: Earth continues to turn left…. Step 2: Use these materials to demonstrate both types of eclipses. The PE for the students is to develop the model. By making this change the students will develop a model and not just use a model 7 6 TE 178 As students watch the video, ask them to create a list of every form of energy they observe. Teacher asks inquiry-oriented question about the phenomena. Students conduct an activity to investigate the phenomena. To align student exploration to the 5E model of instruction in all units in all grades. 8 7 TE 75 Review the image with the students. Point out that some of the rock in the image is liquid and some is solid. Teacher asks inquiry-oriented question about the phenomena. Students conduct an activity to investigate the phenomena. To align student exploration to the 5E model of instruction in all units in all grades. 9 8 TE 579 Students should record every time someone takes a tissue and how many sheets they use. At the end of the week, examine the table of data as a class. Teacher asks inquiry-oriented question about the phenomena. Students conduct an activity to investigate the phenomena. To align student exploration to the 5E model of instruction in all units in all grades.
10 8 TE 374 Early Stages of Embryo Development Picture Add to teacher resource: Teachers should lead a class-wide discussion on if/and when embryological development is linear or nonlinear. The SEP for this section includes: Analyze displays of data to identify linear and nonlinear relationships. 11 8 TE 391F Explore/Explain Explore needs to be a separate section from Explain even if iterations or spiraling is desired. Add a written description as to when a teacher/student should shift their role from what is required in Explore to what is required in Explain. Chapter 11 of CA Science Framework, p. 14 describes an iterative cycle within the 5Es. The curriculum should describe this iteration in detail just as the Explore and Explain segments are described in detail in the Science Framework. 12 7 TE 523B Students will be able to see these interactions and then take part in a collaborative conversation with their group. Students will be able to see these interactions. Students should use their KWL chart in their evidence notebook to support the collaborative conversation with their group. for students with auditory disabilities are superficial, lack variety, and do not respond to the needs of individual students as described by the California Framework.
13 8 TE 391B Students with an auditory impairment may need extra support during this unit. Make sure to provide numerous opportunities for visual and kinetic learning. In lesson 1, students participate in a hands on lab to analyze species of salamanders. Students use their other senses to complete the lab and create a map. Students with an auditory impairment may need extra support during this unit. In lesson 1, students participate in a hands on lab to analyze species of salamanders. Make sure to provide numerous opportunities for visual and kinetic learning and have students reference these opportunities and concept map during the unit. To support students with disabilities using a variety of strategies. 14 6 TE 508B Have students write the term greenhouse effect in a word journal. Discuss where the term greenhouse effect may have originated and explain how greenhouses work to help keep plants warm. As students study this concept, have them draw a labeled diagram. Have students draw a labeled diagram that summarizes the greenhouse effect. As they study this concept, have students discuss where the term greenhouse effect may have originated and explain how greenhouses work to keep plants warm and revise their diagram. UDL recommends having students draw and label before they write.
15 7 TE 248B Use affixes and root words to show how words that students encounter in this lesson are related. For instance, -oxide describes a compound with oxygen in it. As students analyze the observations from the hands-on activity, have students identify how affixes and root words are connected in their own writing. Then, use affixes and root words to show how words that students encounter in this lesson are related. For example... Language development strategies are good teaching practice for all students, but should be done in concert with the hands-on content learning. 16 8 TE 64B Begin by reviewing the terms electric charge, magnetism, and gravity. Students can create a list of verbs to learn in advance to help throughout the lesson. Begin by reviewing the terms electric charge, magnetism, and gravity. Students can create a list of verbs to learn in advance to help throughout the lesson. Language development strategies are good teaching practice for all students, but should be done in concert with the hands-on content learning. 17 6 Designated ELD Student Handbook 53 …deposition. The process in which material is laid down. Change of phase from gas to solid. Also add scientific definition of sublimation: Change of phase from solid to gas. The Spanish word for deposition is a cognate that indicates it’s the opposite of sublimation, making sublimation conspicuous by its absence. 18 6 Designated ELD Student Handbook 1 Networvk Network Typographical error.
19 6 TE T5 Los Angelas Los Angeles Text correction. 20 6 TE 534 …chaparral ecosystem… desert chaparral ecosystem or desert ecosystem Joshua Tree is incorrectly identified as strictly chaparral rather than the more correct desert or desert chaparral. Also the labelling expectation is unclear. 21 7 TE 329 Question 16, item B shows colliding plates creating a valley. Text states: where two continental plates collide, mountains form. Edit picture to reflect purely mountain building. A picture of colliding continental plates that create a valley is confusing. Change in text will then be consistent with the picture.
27 8 TE 428 (re: ocelot) It has a unique patterned coat, sharp eyesight, and sharp teeth. It has a unique patterned coat, visual acuity, and sharp teeth. Two uses, with two different meanings of the word, in the same sentence could be confusing to all students, but especially to English learners. 28 7 TE 122, Diagram 16E Diagram E has 4 atoms of hydrogen instead of 3 as in all other drawings in this question. Delete one atom of hydrogen from the diagram E ball-and-stick model, unless this is an intentional distractor. Appears to be an error.
29 6 TE 113 Step 1 asks students to design their own investigation. Steps 2-12 asks students to follow a prescribed investigation. Use Step 1, and then allow students to conduct their investigation. Present parameters as needed for safety and to acknowledge classroom constraints, as part of the student design process. Students must be planning and conducting investigations to satisfy the full content of the NGSS (CA Framework Ch. 1, p.31 The inclusion of planning investigations represents a shift for many classrooms, but is an essential part of SEP-3.) The planning stage is a bridge to the questions that originally motivated students’ inquiry. The questions strongly dictate the type of data collected, how precise the data need to be, how much data to collect, and which tools to use.)
32 7 TE 246 Question 5, Answer A (deemed the correct answer): Why do you think the starch molecule shown is a good source of energy for an organism? A. The many bonds in the starch molecule store energy. A. The starch molecule contains many subunits that can form glucose. Energy is not stored in bonds, as evidence by the fact that energy is required to break bonds. For example, energy in starch is stored as polymers of glucans. Rehydration breaks bonds allowing them to reform as glucose, which, in turn, release energy. Social Content Citations: none