This advisory recommendation has not been approved by the Instructional

Quality Commission or the State Board of Education.

REVIEW PANEL ADVISORY RECOMMENDATION

2018 SCIENCE ADOPTION OF INSTRUCTIONAL MATERIALS

Publisher Program Grade Level(s)

McGraw-Hill School California Inspire Science 6–8d
Education LLC

Program Summary:

California Inspire Science includes: California Inspire Science includes: SE: Student
Edition; TE: Teacher’s Edition; OL: Online for Earth and Space (grade 6), Life (grade 7),
and Physical Science (grade 8).

Recommendation:

California Inspire Science is recommended for adoption for 6–8d because the
instructional materials include content as specified in the Next Generation Science
Standards for California Public Schools (CA NGSS) and meet all the criteria in Category
1 with strengths in categories 2–5.

Criteria Category 1: Alignment with the CA NGSS Three-Dimensional Learning

The program includes content as specified in the CA NGSS and includes a well-defined
sequence of instructional opportunities that provides a path for all students to become
proficient in all grade-level performance expectations.

Citations:
 Criterion #1: Grade 6, Unit 3, SE/TE, pp.82–88; Grade 7, Unit 2, SE/TE,
pp.154–159; Grade 8, Unit 1, SE/TE, pp.112–116. There are numerous
exemplars of the standards being fully covered in grades 6, 7, and 8.

 Criterion #9: Grade 6, Unit 2, SE/TE, pp.61 and 103. There are numerous
and consistent references to California throughout the curriculum. Real-
world applications are often focused on California specific scenarios.

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  Criterion #10: Grade 6, OL, Earth and Space, Module: Dynamic Earth,
Lesson 2: Development of a Theory, Lesson Library, Videos, Simulations,
and Interactives, Video: Seafloor Spreading; Grade 7, OL, Module:
Biodiversity in Ecosystems, Lesson 1: Benefits of Biodiversity, Lesson
Library, Videos, Simulations, and Interactives, Video: Counting Species in
California; Grade 8, Unit 3, SE/TE, p.189. The curriculum is enriched with
opportunities for students to access informational texts and primary
sources, simulations, and videos and presents examples of notable
scientists and engineers in grades 6, 7, and 8.

Criteria Category 2: Program Organization

The organization and features of the instructional materials support instruction and
learning of the CA NGSS.

Citations:
 Criterion #5: Grades 6–8, OL, Program Resources: Course Materials,
Course Planning Resources, Correlations, Pacing, and Materials Lists,
Pacing: California Inspire Science. The instructional resources are grade-
level specific and provide instructional content for 180 days of instruction
for at least one daily class period, including an estimate of the necessary
instructional time for grades 6, 7, and 8.

 Criterion #6: Grade 8, Unit 3, TE, pp.2E–2F and 6B. The content is well
organized in all units at all grade levels and is presented in a manner
consistent with providing all students an opportunity to achieve the
essential knowledge and skills described in the CA NGSS and the CA
Science Framework.

 Criterion #8: Grade 7, Life, Unit 4, SE/TE, pp.65–72, STEM Module

Project Population Probabilities. The STEM projects at the end of each
module allow for in-depth study to extend and reinforce learning in the
unit.

 Criterion #14: Grades 6–8: All technology support is available through a

phone call or online. Hover over the profile button at the top of the screen
for links to help; Grade 6, OL, Earth and Space, Module: The Water Cycle,
Lesson 2: Water on Earth’s Surface, Lesson Library, Videos, Simulations,
and Interactives, PhET Simulation: Glaciers; Grade 7, OL, Life, Module:
Matter and Energy in Ecosystems, Lesson 2: Flow of Energy, Lesson
Library, Videos, Simulations, and Interactives, Animation: Food Webs;
Grade 8, OL, Physical Science, Module: Forces and Motion, Lesson 1:
Position and Motion, Lesson Library, Videos, Simulations, and
Interactives, Video: Get Moving! The electronic learning resources support
instruction that is connected explicitly to the CA NGSS, have a well-
designed user interface, provide technical support, and include
 suggestions for appropriate and differentiated use in all grade levels in the
program.

Criteria Category 3: Assessment

The program includes multiple models of both formative and summative assessment
tasks for measuring what students know and are able to do and provides guidance for
teachers on how to use scoring rubrics and interpret assessment results to guide
instruction.

Citations:
 Criterion #1: Grade 7, SE/TE, Unit 1, pp.151, 165, 185–192, 193. The
assessments at each grade level throughout California Inspire Science
reflect the three-dimensional nature of CA NGSS and the Science
Framework. We have provided citations for Grade 7, Life Science.

 Criterion #2: Grade 6, Earth and Space, Unit 4, SE/TE, p.57, Earth’s
Motion Paige Keeley Science Probe. The Paige Keeley Science Probes
provide and entry level assessment for each unit that helps teachers elicit
student knowledge and preconceptions and gauge students’
understanding of the three dimensions of NGSS.

 Criterion #3: Grade 6, Unit 2, TE, pp.44J–46, 155–160 STEM module As

the Water Turns. Grade 6, Unit 2, TE, p.97. The STEM Module supports
teachers in engaging students in formative assessment. Paige Keeley
Science Probes are used throughout and revisited during the unit to
support teachers in determining student preconceptions, as well as
continuing to monitor students’ understanding during the unit.

 Criteria #7: Grade 7, SE/TE, Unit 1, pp.59–64. The summative

assessments provided by Inspire Science provide valid, reliable, and fair
measures of students’ progress and attainment of three-dimensional
learning after a period of instruction.

Criteria Category 4: Access and Equity

Program materials ensure universal and equitable access to high-quality curriculum and
instruction for all students and provide teachers with suggestions for differentiation for
students with special needs.

Citations:
 Criteria #1: Grade 8, OL, Physical Science, Program Resources: Course
Materials, Course Planning Resources, Supporting All Learners, Universal
Access. The Universal Access Guides, which are available for all grades,

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 provide strategies for teachers that align to the goals of Chapter 10 in the
CA Science Framework.

 Criterion #2: Grade 7, Life Unit 3, TE, p.2I; Grade 8, Unit 1, TE, p.104I.
The ELD supports suggested for these units include research-based
strategies that are consistent with the CA ELD Standards.

 Criterion #3: Grade 6, Earth and Space, Unit 3, TE, p.120, Teacher
Toolbox; Grade 8, Forces, Unit 3, TE, p.14, Differentiated Instruction. The
Teacher Toolbox provided by McGraw-Hill supports teachers in
addressing the needs of students with disabilities in lessons. The
Differentiated Lessons with AL and BL (Approaching Level and Beyond
Level) extensions and supports meet criterion 3 to support teachers
addressing the needs of students.

Criteria Category 5: Instructional Planning and Support

The instructional materials provide coherent guidelines for teachers to follow when
planning three-dimensional instruction and are designed to help teachers provide
effective standards-based instruction.

Citations:
 Criteria #3: Grade 6, Unit 3, SE/TE, pp.57, 121, 152; Grade 7, Life, Unit 2,
pp.5, 8–9; Grade 8, Unit 3, TE, p.37. The use of the Paige Keeley prompts
and the teacher support provide opportunities for checking for
understanding and adjusting lessons. The consistency with the Claim
Evidence Reasoning pages that are revisited during the unit provides
teachers with informal assessment opportunities within the unit.

 Criteria #6: Grade 8, SE/TE, Unit 1, pp.95–102. There is guidance for

teachers that supports how to implement tasks and assessments.

 Criteria #7: Grade 6, SE/TE, Unit 2, p.88; Grade 7, SE/TE, Unit 4, p.85;
Grade 8, SE/TE, Unit 4, p.18. The Teacher and Student page numbers
have a 1:1 correspondence. Electronic resources have the same title
reference. This makes finding resources simple and effective and allows
time to be spent engaging in the curriculum.

 Criteria #9: Grade 6, OL: Earth and Space, Module: The Water Cycle,
Module Planning Resources, Instructional Resources, Letter to Home: The
Water Cycle; Grade 8, OL: Physical Science, Module: Electromagnetic
Forces, Module Planning Resources, Instructional Resources, Letter to
Home: Electromagnetic Forces. There are numerous examples of how
instructional objectives for three-dimensional learning are explicitly stated
and clearly identifiable in the teacher resources in each grade level of the

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 program. Teacher resources include guidance on explaining these
objectives to parents in “Letters to Home” Resources online.

 Criteria #17: Grade 6, OL, Earth and Space, Module: Weather and
Climate, Module Planning Resources, Instructional Resources, Letter to
Home: Weather and Climate; Grade 7, OL, Life, Module: Matter and
Energy in Ecosystems, Module Planning Resources, Instructional
Resources, Letter to Home: Matter and Energy in Ecosystems. The
California Inspire Science provides homework options, at each grade
level, which include suggestions and guidance to the teacher to support
and extend the learning in the classroom. Letters to Home are available
for each module. They provide additional student learning opportunities
and projects with encouraged family involvement.

Edits and Corrections:

The following edits and corrections must be made as a condition of adoption:

# Grad Component Page Current Text Proposed Reason for

e Number(s) Corrected Text Edit
Level
1 7 Collaboration Unit 2: California Inspire California Inspire Life Science
Kit Module 1 Science Science is Grade 7,
Collaboration Kit Collaboration Kit not Grade 6
Unit 1: Life Unit 2: Life: Life: Structure
Structure & Structure & and Function
Function Grade 6 Function Grade 7 is Unit 2, not
Module 1: Cells Module 1: Cells Unit 1
and Life and Life
2 7 Collaboration Unit 2: California Inspire California Inspire Life Science
Kit Module 2 Science Science is Grade 7,
Collaboration Kit Collaboration Kit not Grade 6
Unit 1: Life Unit 2: Life Life: Structure
Structure & Structure & and Function
Function Grade 6 Function Grade 7 is Unit 2, not
Module 2: Body Module 2: Body Unit 1
Systems Systems
3 6–8 TE, all All G Materials Add blue to None of the
Teachers pages included in the appropriate text. materials are
Editions Collaboration Kit listed in blue.
are listed in blue.

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# Grad Component Page Current Text Proposed Reason for
e Number(s) Corrected Text Edit
Level
4 7 TE, Unit 2 p. 18 This This Typos
microbiologist is microbiologist is
testing samples testing samples
in Sacramento, in Sacramento,
California to California, to
determine determine
whether they the whether the
individual they individual they
came from is came from is
infected with the infected with the
swine flu. swine flu.
5 6 OL: Program n/a Scientific Scientific Typo
Resources: Knowledge Knowledge
Course Assumes an Assumes an
Materials: Order and Order and
Correlations: Consistency in Consistency in
California Natural ystems. Natural Systems
NGSS, Earth
and Space
6 6 OL: Program n/a Cause and Effec Cause and Effect Typo
Resources:
Course
Materials:
Correlations:
California
NGSS, Earth
and Space
7 6 TE, Unit 3, p. 144 “Arc of “Arc of Incorrect title
under Before Destruction.” Deforestation.” – presumes
You Begin… negative
opinion

6
# Grad Component Page Current Text Proposed Reason for
e Number(s) Corrected Text Edit
Level
8 6 TE, Unit 3, In p. 13 % Lost % Left (possibly) The table
table or Remaining states - Total
Original
Forest, Total
Remaining
and % Lost -
but the
answer key
and the
instructions
don’t yield
lost, they yield
remaining
forest %
9 7 TE Unit 1 p. 152 …, (Under Replace comma typo
sample answers) with a period.
10 7 SE/TE Unit 1 p. 154 ambhihians amphibians typos
(happens
multiple times
on the page)
11 7 SE/TE Unit 2 p. 20 studnet students typo
12 7 SE/TE Unit 2 p. 144 Stephen Hawkins Stephen Hawkins Verb tense
is a famous...he was a famous… based on his
has gone… The he went on to… death
disease has The disease
caused… which caused… which
has affected… affected… he
He has... worked
13 7 TE Unit 3 p. 13 13 (page number 13 Bold the one
on the page) for
consistency
15 8 SE/TE Unit 1, “Once the “Once the Typo
p.211 negative charges negative charges
are in the are in the
farthest…” farther...”
16 8 SE/TE Unit 1, “Voltage is the “Voltage is the Simple factual
p.227 electrical electrical error
potential energy potential energy
difference difference per
between two charge between
places in a two places in a
circuit.” circuit.”

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# Grad Component Page Current Text Proposed Reason for
e Number(s) Corrected Text Edit
Level
17 8 SE/TE Unit 1, A light bulb A light bulb Factual error.
p.227 connected to a 9 connected to a 9 Increasing the
V battery V battery voltage by a
produces about produces about factor of six
six times (9 36 times more also
divided by 1.5) light and thermal increases the
more light and energy than the current by a
thermal energy same bulb factor of six,
than the same connected to a resulting in a
bulb connected to 1.5 V battery. 36-fold
a 1.5 V battery. increase in
light and
thermal
energy
produced. Or,
electrical
power
produced = IV
=V
squared/R.
18 8 SE/TE Unit 1, “Magnetic fields “Magnetic fields Typo
p.241 around current around current
carrying wires are carrying wires are
strongest closest stronger closer to
to the wire.” the wire.”
19 8 SE/TE Unit 2, “The amplitude of “The square of Simple factual
p.19 a wave is the amplitude of error. Stated
proportional to a wave is correctly on
the energy that proportional to the following
produces the the energy that page.
wave.” produces the
wave.”
20 8 SE/TE Unit 3, “His contributions “His contributions Typo
p.15 to science are to science are
recognized by recognized by
naming the unit naming the unit
for energy the for energy the
Joule (J).” joule (J).”

8
 # Grad Component Page Current Text Proposed Reason for
e Number(s) Corrected Text Edit
Level
21 8 SE/TE Unit 3, “When energy is “When energy is Simple factual
p.34 added to a solid, added to a solid, error
such as ice, the such as ice, the
energy increases energy increases
the speed of the the speed of the
particles by particles by
increasing the increasing the
kinetic energy of potential energy
the particles.” of the particles.”
22 8 SE/TE Unit 3, “…less air “…fewer air Grammatical
p.140 particles…” particles” error

Social Content Citations:

The panel identified the following social content violations:

# SC Grad Component Page Current Text Proposed Reason for

Code e Number(s) Corrected Text Citation
Level
1 L.1. 6 OL: Program p.41 Tire with Remove Brand
Resources: Mercedes Mercedes logo names and
Course logo on flat corporate
Materials: tire logos
Science and
Engineering
Handbook
2 L.1. 8 OL: Light: Slide 1 Red sports Remove the Brand
Lesson 4: (TE Unit car Ferrari logo names and
Elaborate: 2, p.139) corporate
Interactive logos
Presentation
“A Day in the
Life of an
Industrial
Psychologist”

California Department of Education, August 2018