This is a presentation that I did with my group members from my ED 489 class concerning the evaluation of a high school science text book.

1. Textbook Assessment Presented By The Scientific Six

11. Section Review Question (what do you think) (350 and 352) 2 Affect -Experiment (directions) (348 and 355) 2 -Review Question (create a chart or diagram)(342) -Map Drawing (340) -Do It Field Activity Table drawing (342, 352) -Chapter Review Portfolio (Draw and Create) (354) 7 -Concept Mapping (Multiple Choice) (338) 1 Product Skill -Cooperative Learning group Discussion Presentations (351) 1 -Think About It Activities (344) -Chapter Review (354) 11 -Experiment Questions (348 and 355) -Chapter Review (353- 4) 5 Reasoning/ Critical Thinking -Graphic Analysis (355) 6 -Cooperative Learning Group discussion presentations (351) 1 -Review Questions (create A chart of diagram) (342) 3 -Section Review Questions (342, 347, 350, 352) -Do it Field Activity (342, 352) -Experiment Questions (348 and 355) -Chapter Review (354) 11 -Section Review Questions (342, 347, 350, 352) -Chapter Review (353- 4) 26 Knowledge Learning Targets  Self- Assessment Observation Oral Performance Essay Select Response Assessment Method 

12. Parental Involvement

14. Science at home: Air Pollution Activity What solid particles are in your air? Materials: two Clean, empty glass jars, vaseline, & a family member

16. Rubric CATEGORY Excellent Good Fair Needs Improvement Content Shows a full understanding of the topic and compares both particle collectors. Shows a good understanding of the topic and compares both particle collectors. Shows a good understanding of parts of the topic and compares both particle collectors. Does not seem to understand the topic very well and does not compare both particle collectors. Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic. Student is able to accurately answer most questions posed by classmates about the topic. Student is able to accurately answer a few questions posed by classmates about the topic. Student is unable to accurately answer questions posed by classmates about the topic. Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared, but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. Often mumbles or can not be understood OR mispronounces more than one word.

17. Technological Modifications

18. Technology Assessment Ideas “ Go With the Flow” PSA Jingle Philippine Oil Spill

19. Philippine Oil Spill News Cast

20. News Cast Rubric The newscast went over/under the 2-4 minute time period by one minute or more. The newscast went thirty seconds over/under the 2-4 minute time period and seemed hurried or slowed. The newscast went 15 seconds over/ under the 2-4 minute time period and was decently paced. The newscast fell between the 2-4 minute time period and was well-paced. Duration of presentation It was difficult to figure out the purpose of the newscast. The purpose is somewhat clear, but many aspects of the newscast seem only slightly related. Establishes a purpose at the beginning, but occasionally wanders from that focus. Newscast establishes a purpose at the beginning and maintains focus throughout. Point of View – Purpose Sloppy appearance which detracts from credibility of presentation. Clean and attractive student look. Attire does not detract from credibility of presentation. Business casual look. Very professional clothing and accessories. Attire Slouches or appears too casual and establishes little eye contact with audience during newscast. Slouches or appears too casual, but establishes good eye contact with audience during most of newscast. Stands or sits up straight. Establishes eye contact with audience during most of newscast. Stands or sits up straight and looks confident & relaxed. Establishes eye contact with camera during most of newscast. Posture and Eye Contact Does not speak clearly and distinctly most of the time and/or mispronounces more than 1 word. Speaks clearly and distinctly most of the time and mispronounces no words. Speaks clearly and distinctly all of the time, but mispronounces 1 word. Speaks clearly and distinctly all of the time and mispronounces no words. Speaks clearly No facts were reported accurately OR no facts were reported. Few facts were reported accurately. Almost all facts were reported accurately. All supportive facts were reported accurately. Accuracy of Facts Needs Improvement1 Fair 2 Good 3 Excellent 4 CATEGORY

21. Multicultural Assessments

24. Oral Presentation Rubric Slouches and/or does not look at people during the presentation. Sometimes stands up straight and establishes eye contact. Stands up straight and establishes eye contact with everyone in the room during the presentation. Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation. Posture and Eye Contact Often mumbles or can not be understood OR mispronounces more than one word. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Speaks Clearly Student does not seem at all prepared to present. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student seems pretty prepared but might have needed a couple more rehearsals. Student is completely prepared and has obviously rehearsed. Preparedness Student gives a partial explanation of only one action plan Student gives a full explanation of only one action plan Student gives a partial explanation of home and community action plans Student gives a full explanation of home and community action plans Action Plans Student give a partial explanation of only one audit Student gives a full explanation of only one audit Student gives a partial explanation of home and community audits Students give a full explanation of home and community audits Home & Community Audits Needs Improvement Fair Good Excellent Criteria

25. ESL & Disabled Student Modifications

28. Rubric Graphics do not go with the accompanying text or appear to be randomly chosen. Graphics go well with the text, but there are too few and the book seems "text-heavy". Graphics go well with the text, but there are so many that they distract from the text. Graphics go well with the text and there is a good mix of text and graphics. Graphics/ Pictures The book’s formatting and organization of material are confusing to the reader. The book has well-organized information. The book has attractive formatting and well-organized information. The book has exceptionally attractive formatting and well-organized information. Attractiveness & Organization Fewer than 80% of facts in the book are accurate. 89-80% of facts in the book are accurate. 99-90% of facts in the book are accurate. All facts in the book are accurate. Content - Accuracy Needs Improvement 1 Fair 2 Good 3 Excellent 4 CATEGORY

29. Hands-On Modifications

32. Creating an ornament rubric ****4 (excellent), 3 (good), 2 (fair), 1 (needs improvement), 0 (did not participate)

33. After Modification Matrix

34. -Student PDN Response Blog Post -Bikini Atoll Song Section Review Question (what do you think) (350 and 352) 2 -Student PDN Response Essay Affect -Philippine Oil Spill News Cast -Water Protection Jingle -Public Service Announcement -How Green Are We? -Student Made Books -Recycled Ornament -Rock Garden -Science Journal -Planting Local Fruits and Veggies -Experiment (directions) (348 and 355) 2 -Review Question (create a chart or diagram)(342) -Map Drawing (340) -Do It Field Activity Table drawing (342, 352) -Chapter Review Portfolio (Draw and Create) (354) 7 -Parental Involvement Interview -Concept Mapping (Multiple Choice) (338) 1 Product Skill -BBQ Ban Debate -How Green Are We -Finding the pH of soil -Finding the pH of water -Cooperative Learning group discussion presentations (351) 1 -Think About It Activities (344) -Chap. Review (354) 11 -Experiment Questions (348 and 355) -Chap. Review (353-4) 5 Reasoning/ Critical Thinking -Science Experiment at Home -Seepy Sandwiches -Firecrackers on Guam & Noise Pollution -Select Response GWA Quiz -KWL Chart -Graphic Analysis (355) 6 -Finding the source of pollution -Group discussion presentations (351) 1 -Review Questions (create a chart of diagram) (342) 3 -Section Review Questions (342, 347, 350, 352) -Do it Field Activity (342, 352)) -Experiment Questions (348 and 355) -Chap. Review (354) 1 -Section Review Questions (342, 347, 350, 352) -Chapter Review (353-4) 26 Knowledge Learning Targets  Self-Assessment Observation Oral Performance Essay Select Response Assessment Method 

36. Any Other Questions, Comments, or Concerns?