Usability
Indicator 3b
Materials contain adult-level explanations and examples of the more complex grade/course-level concepts and concepts beyond the current course so that teachers can improve their own knowledge of the subject.
AI proposed
Both required components are supported. Materials provide adult-level explanations of grade/course-level concepts through teacher guidance, DCI/SEP/CCC targeted elements, rubrics, and answer keys (E2, E3, E10, E12) plus 'what students will figure out' summaries (E1, E11). They also explicitly show how concepts align to other grade/course levels by naming prerequisite standards from prior grades — e.g., grade-6 ratio/unit-rate CCSS cited as prerequisites in grade 7 (E5, E8) and grade-7 probability CCSS surfaced in grade 8 genetics (E7), with teacher guidance on making those cross-grade math connections (E2).
Your decision
The AI’s score is preserved — your decision is recorded alongside it. Accept / Skip advance to the next flagged indicator.
Evidence Guide· what the rubric asks for · click to expand
ific guidance to plan instruction and support students in the content
(specifically how to support students in figuring out phenomena and/or solving problems)?
● How do the materials support teachers in understanding what students should understand about the
targeted phenomenon or problem?
● Where do the teacher materials explicitly state the phenomenon or problem that is the focus of the
student learning?
● Where do the teacher materials provide explanations to the teacher for how the phenomenon or problem
is connected to the dimensions (including engineering and nature of science elements) targeted in the
instruction?
● How well do the materials support teachers in helping students make the connections between the
phenomenon or problem, the instructional activities and the three dimensions?
6-8 Science Evidence Guide v2.0 Updated July 2025
-- 55 of 91 --
Gateway 3: Teacher & Student Supports
Criterion 3.1 The program includes opportunities for teachers to effectively plan and utilize
materials with integrity and to further develop their own understanding of the
content.
Indicator 3b Materials contain explanations and examples of grade-level/course-level
concepts and/or standards and how the concepts and/or standards align to
other grade/course levels so that teachers can improve their own knowledge
of the subject.
Scoring
2 points
● Materials contain explanations
and examples of
grade/course-level concepts
and/or standards so that
teachers can improve their own
knowledge of the subject.
AND
● Materials contain explanations
and examples of how the
concepts and/or standard
---
s of
grade/course-level concepts
and/or standards so that
teachers can improve their own
knowledge of the subject.
AND
● Materials contain explanations
and examples of how the
concepts and/or standards
align to other grade/course
levels so that teachers can
improve their own knowledge
of the subject.
1 point
● Materials contain explanations
and examples of
grade/course-level concepts
and/or standards so that
teachers can improve their own
knowledge of the subject.
OR
● Materials contain explanations
and examples of how the
concepts and/or standards
align to other grade/course
levels so that teachers can
improve their own knowledge
of the subject.
0 points
● Materials do not contain
explanations and examples of
grade/course-level concepts
and/or standards so that
teachers can improve their own
knowledge of the subject.
AND
● Materials do not contain
explanations and examples of
how the concepts and/or
standards align to other
grade/course levels so that
teachers can improve their own
knowledge of the subject.
About this indicator:
What is the purpose of this Indicator?
This indicator examines the materials to determine whether they deepen teacher understanding of science and
engineering ideas, concepts, and practices so that teachers can improve their own knowledge of the subject.
Indicator 3b Guiding Question:
Do the materials contain explanations and examples of grade/course-level concepts and how the concepts
align with other grade/course levels so that teachers can improve their own knowledge of the subject?
Evidence Collection
Review the materials, both print and digita
Retrieved evidence (12 chunks)
- E1 · grade-6 — openscied-uploads-production.s3.amazonaws.com/G6_UPT/hires/6.4%20Teacher%20Edition.pdfrel 0.44
- E2 · grade-7 — openscied-uploads-production.s3.amazonaws.com/G7_UER/hires/7.6%20Teacher%20Edition.pdfrel 0.41
- E3 · grade-7 — openscied-uploads-production.s3.amazonaws.com/G7_UCB/hires/7.2%20Teacher%20Edition.pdfrel 0.40
- E4 · grade-7 — openscied-uploads-production.s3.amazonaws.com/G7_UCB/hires/7.2%20Teacher%20Edition.pdfrel 0.40
- E5 · grade-7 — openscied-uploads-production.s3.amazonaws.com/G7_UER/hires/7.6%20Teacher%20Edition.pdfrel 0.40
- E6 · grade-7 — openscied-uploads-production.s3.amazonaws.com/G7_UCB/hires/7.2%20Teacher%20Edition.pdfrel 0.39
- E7 · grade-8 — openscied-uploads-production.s3.amazonaws.com/G8_UGE/hires/8.5%20Teacher%20Edition.pdfrel 0.39
- E8 · grade-7 — openscied-uploads-production.s3.amazonaws.com/G7_UCB/hires/7.2%20Teacher%20Edition.pdfrel 0.39
- E9 · grade-7 — openscied-uploads-production.s3.amazonaws.com/G7_UCB/hires/7.2%20Teacher%20Edition.pdfrel 0.39
- E10 · grade-6 — openscied-uploads-production.s3.amazonaws.com/G6_UPT/hires/6.4%20Teacher%20Edition.pdfrel 0.38
- E11 · grade-6 — openscied-uploads-production.s3.amazonaws.com/G6_UPT/hires/6.4%20Teacher%20Edition.pdfrel 0.38
- E12 · grade-7 — openscied-uploads-production.s3.amazonaws.com/G7_UCB/hires/7.2%20Teacher%20Edition.pdfrel 0.38
Evidence is stored as references + retrieval scores (the chunk text isn’t snapshotted); open the source to read the passage in context.