Earth Science | Life Science | Physical Science |
1.About this Evaluation Report 2.Content Analysis 3.Instructional Analysis
Categories | |
I. | [Explanation] This category consists of criteria for determining whether the curriculum material attempts to make its purposes explicit and meaningful to students, either in the student text itself or through suggestions to the teacher. The sequence of lessons or activities is also important in accomplishing the stated purpose, since ideas often build on each other. |
II. | [Explanation] Fostering understanding in students requires taking time to attend to the ideas they already have, both ideas that are incorrect and ideas that can serve as a foundation for subsequent learning. This category consists of criteria for determining whether the curriculum material contains specific suggestions for identifying and addressing students’ ideas. |
III. | [Explanation] Much of the point of science is to explain phenomena in terms of a small number of principles or ideas. For students to appreciate this explanatory power, they need to have a sense of the range of phenomena that science can explain. The criteria in this category examine whether the curriculum material relates important scientific ideas to a range of relevant phenomena and provides either firsthand experiences with the phenomena or a vicarious sense of phenomena that are not presented firsthand. |
IV. | [Explanation] Science literacy requires that students understand the link between scientific ideas and the phenomena that they can explain. Furthermore, students should see the ideas as useful and become skillful at applying them. This category consists of criteria for determining whether the curriculum material expresses and develops the key ideas in ways that are accessible and intelligible to students, and that demonstrate the usefulness of the key ideas and provide practice in varied contexts. |
V. | [Explanation] Engaging students in experiences with phenomena (category III) and presenting them with scientific ideas (category IV) will not lead to effective learning unless students are given time, opportunities, and guidance to make sense of the experiences and ideas. This category consists of criteria for determining whether the curriculum material provides students with opportunities to express, think about, and reshape their ideas, as well as guidance on developing an understanding of what they experience. |
VI. | [Explanation] This category consists of criteria for evaluating whether the curriculum material includes a variety of aligned assessments that apply the key ideas taught in the material. |
VII. | [Explanation] The criteria in this category provide analysts with the opportunity to comment on features that enhance the use and implementation of the curriculum material by all students. |
References |
I. Providing a Sense of Purpose
Conveying
unit purpose (Rating = Poor) In describing what students will learn, Matter and Molecules uses abstractions that students are not familiar
with (such as “molecules” and “substances”).
In addition, the statement: “This unit is designed
to help you explain things, not just learn facts”
is not likely to make sense to students who have not
studied units like this before that focused on developing
explanations. Hence, it is not likely that this unit
purpose will be comprehensible or motivating to students.
Furthermore, the text merely tells students about the
purpose; it does not engage them in thinking about it.
The whole unit relates to the purpose identified, which
is returned to at the end of the unit:
For the next several weeks
you will be studying matter and molecules.
You will learn to explain what matter is made of and
how it changes.... As you learn about the substances
in the world around you, you will discover that this
unit is different from most other Science Books.
You will learn some new and interesting facts, but most
importantly, you will use those facts to explain
things in the world around you. This unit is designed
to help you explain things, not just learn facts. (Science
Book, p. 1s)
Your long study of molecules is over.
We hope you have learned a lot about molecules and about
how they can help you explain many different things.
Can you think back to how molecules can explain the
way things dissolve? What about thermal expansion? Compression
of gases? Changes of state? (Science Book, p. 69s)
Conveying lesson/activity
purpose (Rating = Very
Good) You certainly know about liquid water.
That's what you drink and take showers in. But have
you seen any solid water around recently? Of course
you have, only you probably called it ice. How do you know that ice is really
solid water? Can you show it? You probably can, but
there isn't much time, so you'll have to hurry! (Science
Book, p. 2s) The Teacher’s Guide recommends that “students
read the first two paragraphs of the student text. Elicit
as many responses as possible to the question ‘How
do you know that ice is really solid water?’ Discuss
the student responses until students understand the
problem for the activity” (Science Book, p. T-15).
The text that students read before activity 1.1 asks:
“How do you know that ice is really solid water?
Can you show it? You probably can, but there isn't much
time, so you'll have to hurry!” (Science Book,
p. 2s). In introducing the activity, students are told:
“You will show that ice is really solid water
by changing it into liquid water, as quickly as possible”
(Activity Book, p. 1s). They are encouraged to reflect
on their predictions in question 2: “How does
this activity show that ice and water are really the
same?” (p. 1s). The text summarizes what students have learned so far
and what they need to learn or do next at appropriate
points. At the beginning and the end of most lessons,
there is a brief summary of what students did or learned
in the previous lesson and what they will do or learn
in the following lesson (e.g., see the Science Book,
pp. 3–4s). In addition, at the beginning and the
end of most lesson clusters, there is a brief summary
of what students did or learned in the previous lesson
cluster and what they will do or learn in the following
lesson cluster (e.g., see the Science Book, pp. 13s,
20s). Matter and Molecules rarely connects the purpose of
individual lessons and activities to the unit purpose.
An exception is the following statement at the beginning
of Lesson Cluster 4:
In the lessons that you have already
studied, you have been learning quite a bit about molecules;
what they are, how small they are, how they move, how
they are arranged, and so on. These lessons have been
helping you explain things in terms of molecules, not
just in terms of what you see, hear, or feel. (Science Book, p. 27s)
Justifying lesson/activity
sequence (Rating = Satisfactory)
In Lesson Clusters 1 and 2,
students learned differences among solids, liquids,
and gases of substances in terms of the arrangements
and motions of their molecules. The contents in Lesson
Clusters 7, 8, and 9 are about how or why
a substance changes from one state to another. In Lesson
Cluster 6, students have learned that heating or cooling
makes molecules move faster or slower. Thus, the students
need to integrate scientific ideas they have already
learned in understanding and explaining various changes
of state in these last three lesson clusters. The specific
example used is water in its three states, and the same
explanation applies to other substances. (Science
Book, p. T-79)
II. Taking Account of Student Ideas
Attending to prerequisite
knowledge and skills (Rating = Satisfactory) Matter and Molecules does not provide students with
experiences that can help them see that collections
of pieces have properties that the individual pieces
do not have. Without this prerequisite knowledge, students
may attribute macroscopic phenomena (such as expansion)
to the properties of individual particles (the ability
to expand). Students need help in moving to the scientific
view that phenomena like expansion are due to changes
in the arrangement and motion of a collection of particles.
For example, students could observe and describe the
behavior of powders, marbles, sugar cubes, or wooden
blocks (which, for example, can be “poured”
out of a container) and consider that the collections
may have new properties that the individual pieces do
not. This is not done in Matter and Molecules, nor are
students asked to think about such experiences that
they might have had in earlier grades.
Alerting teachers to commonly
held student ideas (Rating = Excellent)
Assisting teachers in identifying
their students’ ideas (Rating = Satisfactory) For example, in Activity 6.1, students place hard candy
into a cup of hot water and one of cold water. They
are asked to predict how what happens in the two cups
will be the same, how it will be different, and to explain
their predictions. This is done before students encounter
the idea that molecules of hot substances move faster
than those of cold substances (Activity Book, p. 31s). In addition, teachers are supplied with two-part transparencies
to encourage them to find out what their students think
about the key ideas. The Science Book states that: Matter and Molecules does not make it clear whether
the transparencies are to be presented before or after
the scientific ideas are introduced. Hence, it is not
clear whether the transparencies should be used to identify
students' ideas before instruction or as tools for embedded
assessment. For example, in lesson 2.3, teachers are
encouraged to use Transparency 4 on page T-35 to elicit
students' ideas about how molecules are arranged and
how they move in solid sugar, liquid alcohol, and oxygen
gas (Science Book, p. T-34). It is not clear whether
this transparency is to be used before or after students
learn about the different arrangement and motion of
molecules in solids, liquids, and gases. The questions that are intended to help teachers find
out what students think typically ask students to make
predictions or to give descriptions or explanations
of properties of substances or phenomena. They are posed
in ways that are likely to be comprehensible to students
who are not familiar with the scientific concepts and
terms. However, the text does not explicitly encourage
teachers to use probing questions to clarify what students
mean or to get more information about what students
are thinking.
Some questions are intended primarily
for the purpose of eliciting students' ideas about topics
that they have not yet studied and may only partially
understand. These questions should not be graded on
a right-or-wrong basis; they should be used as a basis
for discussion by small groups of students or by the
whole class. (p. T-i)
Each of the transparencies has two layers.
The bottom layer poses a question about a situation.
You should encourage students to express their ideas
about that situation and the answer to the question.
After your students have tried to answer the question
and you are aware of how they think, you can flip down
the overlay to give them a scientific answer to the
question. (p. T-8)
Addressing commonly held
ideas (Rating = Satisfactory) To address students' ideas, the material employs three
strategies: (1) prompts students to react to commonly
held misconceptions and contrast them with the scientifically
correct idea (e.g., see the Activity Book, p. 33s, question
2); (2) elicits students' ideas and then juxtaposes
them with the scientifically correct ideas (e.g., see
the Science Book, p. T-72); or (3) suggests that teachers
emphasize the correct response (e.g., see Science Book,
p. T-21). Strategy 2 may not be successful unless students are
asked explicitly to contrast their ideas to the scientifically
correct idea. Given the tenacity of students' misconceptions
in the area of the kinetic molecular theory, it is not
likely that strategy 3 (stressing the right response)
will help many students to progress from their own ideas
to the scientifically correct ones.
III.
Engaging Students with Relevant Phenomena
Providing variety of phenomena
(Rating = Satisfactory)
Providing vivid experiences
(Rating = Excellent)
IV. Developing and Using Scientific Ideas
Introducing terms meaningfully
(Rating = Excellent) The technical vocabulary is restricted to the terms
needed to discuss the important ideas. For example,
in discussing the kinetic molecular theory, terms such
as “amorphous,” “crystalline solid,”
“cohesion,” “sublimation,” “viscosity,”
and the names of gas laws are not introduced. These
terms are found frequently in middle grades science
textbooks, but they are not needed to discuss the key
ideas.
Representing ideas effectively
(Rating = Fair) Most of the drawings—in particular, those of
the arrangement and motion of molecules of solids and
liquids—are not clear. This is due in part to
the drawings themselves and in part to the poor printing
(e.g., see Science Book, Transparency 2, p. T-30). Generally, the representations are accurate. Unlike
most other materials, Matter and Molecules typically
represents the motion of molecules of solids and shows
that substances are made of molecules (rather than displaying
them floating in a colored background). However, some
of the drawings that illustrate the relatively small
size of molecules are likely to be misleading. For example,
the drawing on page 7s of the Science Book shows a single
cell floating in a drop of water with a border around
the cell. The view through the magic eyeglasses does
not make clear that the border is made of molecules. The variety of representations for both the constant
molecular motion and the different molecular arrangement
and motion in solids, liquids, and gases is insufficient.
Although there are some representations of these ideas,
no animation or computer simulations are suggested to
illustrate the different motions of solid, liquid, and
gas molecules. The failure to represent dynamic processes
is a deficiency.
Demonstrating use of knowledge
(Rating = Excellent)
Providing practice (Rating
= Very
Good)
V. Promoting Students' Thinking about Phenomena, Experiences, and Knowledge
Encouraging students to
explain their ideas (Rating = Excellent)
Guiding student interpretation
and reasoning (Rating = Excellent)
Encouraging students to
think about what they have learned (Rating = Poor)
Aligning assessment to
goals (Rating = Very
Good) Successful responses to these questions
(and to other questions in the Cumulative Tests) require
the specific key ideas. For example, the following items
require that students know the different arrangement
and motion of molecules in solids, liquids, and gases: A few of the key ideas are not adequately assessed
in Matter and Molecules. For example, only two questions
are relevant to the idea that “increased temperature
means greater molecular motion” and only one of
these questions probes further to get at the idea of
thermal expansion. Students explain why a piece of candy
dissolves faster in hot water than in cold water and
are prompted to talk about substances and molecules
(Test 2, item 6). They also predict and explain what
will happen to a solid chunk of steel that sits outside
on a very hot day (Test 2, item 3). In the latter question,
students are not prompted to provide a molecular explanation
and might legitimately state that substances expand
when heated (even though a molecular explanation is
desired according to the suggested response in the Teacher’s Guide pages).
Describe the ways in which ice, liquid
water, and water vapor are different when you look at
them through magic eyeglasses. Draw pictures if you
want to, but also use words. (Test 1, item 3)
Draw pictures of what you might see
if you looked with magic eyeglasses at ice and the puddle
of water under the melting ice. (Test 2, item 4b)
Testing for understanding
(Rating = Satisfactory) The Cumulative Tests ask students to draw molecules
and to describe and explain familiar phenomena. Most
items that target the key ideas have been introduced
earlier in the unit and are likely to be familiar to
students. For example, the explanation of why a piece
of candy dissolves faster in hot water than in cold
water is introduced in Lesson Cluster 6 in the Science Book and the explanation of how it is that molecules
of smelly substances can move through the air and get
to students’ noses is discussed in the Activity Book. To judge whether students are able to transfer what
has been learned (and not only the comprehension of
what was taught), the tests should include more novel
tasks. (One might argue that students do not really
apply the kinetic molecular theory to explain
phenomena and can answer simply by memorizing the explanations
in the Science Book.)
Using assessment to inform
instruction (Rating = Satisfactory) The Teacher’s Guide indicates that “the
last question set in each lesson cluster contains questions
reviewing the content of the entire lesson cluster.
If you grade those question sets, which are packaged
separately so that they can be taken up or used as tests,
you should be able to do an adequate job of monitoring
the progress of individual students” (Science Book, p. T-8). The questions provided are specific enough
to monitor students’ understanding. For example,
students are asked to draw water molecules and indicate
with arrows how they are moving, and to explain why
they agree or disagree with the claim that ice molecules
stop moving in the freezer (Activity Book, p. 5, Question
Set 1.3, items 3, 4, and 5). They are asked how ice,
liquid water, and water vapor are different (Activity Book, p. 6, Question Set 1.4, item 2), and what happens
when they smell (Activity Book, p. 16, Question Set
3.3, items 3 and 4). In Question Set 4.4, students are
asked to explain why the plunger of the syringe moves
back out after they let go of it (Activity Book, p.23,
item 4), in Question Set 6.4 students are asked to explain
what happens when substances are heated and cooled and
why heating the metal ring (in the ball and ring experiment)
would help to get the ball through it (Activity Book,
p. 38, items 1 and 2). Many of these questions are designed to probe whether
students still hold particular misconceptions. For example,
the question “My friend says that when water freezes
the molecules get cold and turn hard. Do you agree?
Explain your answer” (Activity Book, p. 6, Question
Set 1.4, item 3) anticipates students’ naive attribution
of observable properties to the invisible molecules.
In the same way, the following question gets at students’
naive ideas that heat is matter (and hence made up of
molecules) and that when a substance expands, the molecules
themselves get bigger: The Teacher’s Guide includes information
that can help teachers to diagnose their students’
difficulties. For example, after students perform the
ball and ring experiment, they are asked to summarize
the main points of the lesson by writing a sentence
about heating solids and a sentence about cooling solids.
They are prompted to mention changes in both substances
and molecules (Activity Book, p. 33, Question
Set 6.2, item 1). In addition to the correct/desired
answers, the Teacher’s Guide states: Unfortunately, while teachers are encouraged to “review
or reteach ideas that your students are having trouble
understanding, as revealed by their performance on the
review question sets or the tests” (Science
Book, p. T-8), the material rarely provides specific
suggestions about how to address persistent difficulties
students have. In one case, a Teaching Suggestion specifies:
“After the students have completed this question
set, you might want to use the transparency “How
are molecules arranged and how do they move?”
or the poster to discuss the students’ answers”
(Activity Book, p. T-10). In another case, students are asked to list the most
important things they learned from the lesson cluster
(Activity Book, Question Set 5.3, item 4), and teachers
are advised to write all students’ responses (correct
and incorrect) on the board and have students discuss
those they feel are incorrect (p. T-30, item 4). Occasionally,
teachers are told that an idea will be dealt with later
in the unit. For example, in Question Set 1.3, students
are asked whether they agree that ice molecules are
perfectly still. Teachers are told that “[s]tudents
sometimes think that molecules of ice are not moving
because ice is so hard… .This is a difficult idea
to grasp, but it will come up again in Lesson Cluster
7 on melting and solidifying” (Activity Book,
p. T-5, item 5).
Three of my friends were arguing about
why heating the metal ball made it bigger. This is what
they said:
Barry: The ball gets bigger because
the heat makes the metal molecules expand.
Mary: The ball gets bigger because you are adding heat
molecules to the ball.
Terry: The metal molecules are still the same size but
they move farther apart.
Who was right? Why do you think so? [Activity Book,
p. 33, Question Set 6.2, item 2]Some students say that molecules
become hot when solids are heated, which is not true—only
the substance becomes hot. Students may also
say that molecules expand, but molecules only
move farther apart—the substance expands. This
naive conception is held by “Barry” in question
#2 on this page. [emphasis in the original] [Activity
Book, p. T-33, item 1]
Providing teacher content
support (Some
support is provided.) The material generally provides sufficiently detailed
answers to questions in the student book for teachers
to understand and interpret various student responses.
Most answers include expected scientific responses,
potential student naive ideas, and ways these ideas
may be addressed (e.g., Activity Book, pp. T-1, item
4 and T-22, item 1). In addition, the material provides
“Key Elements of a Good Description” at
the beginning of each lesson cluster (e.g., Science Book, pp. T-11 and T-26). In a few instances, however,
answers are brief and require further explanation (e.g.,
Activity Book, pp. T-10, item 1a and T-49, item 1).
The material does not provide support in recommending
resources for improving the teacher’s understanding
of key ideas.
Encouraging curiosity
and questioning (Some
support is provided.) The material provides many suggestions for how to respect
and value students’ ideas. Introductory notes
in the Teacher’s Guide (Science Book, pp. T-8–9)
and student text (Science Book, p. 1s) generally address
the importance of eliciting and valuing students’
ideas. Within specific lesson clusters, teacher notes
often take into account and explicate student naive
ideas (e.g., Science Book, p. T-37; Activity Book, pp.
T-26, items c–e). At times, teacher notes state
that multiple student answers should be acceptable for
selected questions (e.g., Activity Book, pp. T-10, items
1a–b and T-46, items 1, 2, and 4), and the material
often asks students to record their own ideas in tasks
(e.g., Activity Book, pp. 1s, items 1, 3, and 4 and
31s, item 1). The material provides some suggestions for how to raise
questions such as, “How do we know? What is the
evidence?” and “Are there alternative explanations
or other ways of solving the problem that could be better?”
However, it does not explicitly encourage students to
pose such questions themselves. Specifically, the material
includes some tasks that ask students to provide evidence
or reasons in their responses (e.g., Activity Book,
pp. 13s, item 6 and 27s, item 3). The material provides some suggestions for how to avoid
dogmatism. The student text generally portrays the nature
of science as a human enterprise in which students may
participate (e.g., Activity Book, pp. 4s, items 4–5
and 29s, items 1–3). In addition, the student
text explains how students and scientists may think
about certain ideas (Science Book, pp. 5s and 8s). However,
the material contributes to dogmatism by providing little
attention to the work of particular, practicing scientists
and changes over time in scientific thinking. Also,
the number of drawings that include people throughout
the material are few (e.g., Science Book, pp. 29s, 56s). The material does not provide examples of classroom
interactions (e.g., dialogue boxes, vignettes, or video
clips) that illustrate appropriate ways to respond to
student questions or ideas. However, a limited sense
of desirable student-student interactions may be gained
from procedural directions for laboratories and cooperative
group activities (e.g., Science Book, pp. T-7–9;
Activity Book, pp. T-1 and T-27, Teaching Suggestions).
Supporting all students
(Some
support is provided.) The material does not provide illustrations of the contributions of women and
minorities to science and as role models. However, cultural references are included
in a few text passages (e.g., Science Book, pp. 29s and 50s). The material suggests multiple formats for students
to express their ideas during instruction, including
cooperative group activities (e.g., Science Book,
pp. T-7–9), laboratory investigations (e.g., Activity
Book, pp. 25–26s), whole class discussions
(e.g., Science Book, p. T-15, Teaching Suggestions),
essay questions (e.g., Activity Book, p. 50s,
item 4), creative writing (e.g., Science Book,
p. T-109, Teaching Suggestions), and drawing (e.g.,
Activity Book, p. 7s, item 2). In addition,
a few formats are suggested for assessment, including
essay (e.g., Activity Book, p. 59s, item 6)
and drawing (e.g., Activity Book, Cumulative
Test 1, p. 3s, item 9c). However, the material does
not usually provide a variety of alternatives for the
same task. The material does not routinely include specific suggestions
about how teachers can modify activities for students
with special needs. However, the Teacher’s
Guide provides a few additional extension
activities (e.g., Science Book, pp. T-35 and
T-86) similar in complexity to those in the student
text. The material provides many strategies to validate students’ relevant
personal and social experiences with scientific ideas. Introductory teacher
notes state one goal of the material as helping “students use scientific
knowledge to develop their own personal descriptions and explanations of real-world
phenomena, and thus to appreciate how interesting and useful scientific knowledge
can be” (Science Book, p. T-6). Throughout the material, examples from
students’ everyday lives are used, and their importance is often emphasized
(e.g., Science Book, p. T-94, Teaching Suggestions). Many text sections relate
specific, personal experiences students may have had to the presented scientific
concepts (e.g., Science Book, p. 53s). In addition, many tasks ask students
about particular, personal experiences they may have had or suggest specific
experiences they could have. For example, after a student text reading about
complex solutions, teacher notes suggest asking students to collect labels from
complex solutions at home. The class then discusses why the home items are considered
complex solutions (Science Book, p. T-65, Teaching Suggestions).