Earth Science | Life Science | Physical Science |
1.About this Evaluation Report 2.Content Analysis 3.Instructional Analysis
[Explanation] This section examines whether the curriculum material's content aligns with the specific key ideas that have been selected for use in the analysis. |
[Explanation] This section examines whether the curriculum material develops an evidence-based argument in support of the key ideas, including whether the case presented is valid, comprehensible, and convincing. |
[Explanation] This section examines whether the curriculum material makes connections (1) among the key ideas, (2) between the key ideas and their prerequisites, and (3) between the key ideas and other, related ideas. |
[Explanation] This section notes whether the curriculum material presents any information that is more advanced than the set of key ideas, looking particularly at whether the “beyond literacy” information interrupts the presentation of the grade-appropriate information. |
[Explanation] This section notes whether the curriculum material presents any information that contains errors, misleading statements, or statements that may reinforce commonly held student misconceptions. |
Idea
b: Several processes contribute to changing the
Earth’s surface. In level B, students discuss a few ways in which rocks
change, such as weathering, erosion, acid rain, and frost,
but there is no generalization made regarding the idea that
all of these processes contribute to the changing surface
of the Earth. In fact, many of the processes in this chapter
are studied by looking at buildings, gravestones, or other
structures, without discussing how the processes affect
land features on the surface of the Earth. One lesson in
level B includes a student discussion of five photographs
of landforms and asks, “[H]ow to you think each one
was formed?” (level B, pp. 90–91s). And, the
following activities focus on the water and rock cycle,
not how these processes change the surface of the Earth.
Idea
c: The processes that shape the Earth today are
similar to the processes that shaped the Earth
in the past. Unfortunately there is no instruction to the teacher to
discuss this idea further with the students. This key idea
is presented in the student text only once in a subtitle
that simply states that "the present is the key to
the past” (level 1, p. 117s). The only further explanation
provide in the student text is that “we know that
these ripples on the beach are caused by wave action”
and “we assume that these ripples in sandstone rock
were formed in a similar way” (level 1, p. 117s).
In level B, a Key Point explains that “the processes
that made land forms are still active today” (p. 199t).
However, nothing in this lesson or chapter provides further
explanation.
[U]niformitarianism, which is based on the
idea that, ‘the present is the key to the past,’
was developed by Charles Lyell in the 1830’s. It assumes
that laws of physics and chemistry that are in effect today
also operated in the past. [level 1, p. 353t]
Idea
d: Some of the processes are abrupt, such as earthquakes
and volcanic eruptions, while some are slow, such
as the movement of continents and erosion. However, these examples are not further explained, and
no questions, tasks, or activities focus on this key idea.
Idea
e: Slow but continuous processes can, over very
long times, cause significant changes on the
Earth’s surface.
Idea
f: Matching coastlines and similarities in rocks
and fossils suggest that today’s continents
are separated parts of what was a single vast
continent long ago. At the end of the role-playing activity, students read
about the real symposium on continental drift held in New
York in 1926. However, the summary of the real symposium
does not explain why certain pieces of evidence are more
convincing than other pieces of evidence. Later, students
are to use this key idea to answer a question at the end
of the chapter in which they are to write a story about
Wegener’s theory of continental drift (level 1, p.
127s, item 6).
If America was once joined to Europe, the
fossils should be the same. But you find that only 5% of
the fossils in Ireland match those found in Newfoundland.
You are worried that too much importance has been made of
the Continental Drift Theory. [level 1, p. 364t]
Idea
g: The solid crust of the Earth consists of separate
plates that move very slowly, pressing against
and sliding past one another in some places, pulling
apart in other places. Text and diagrams explain that plates can collide and slide
past one another, but the idea that plates can move away
from each other is less clear. A diagram shows a midocean
ridge that is also labeled as ocean floor spreading. The
accompanying text explains that “the terrain around
[ocean ridges] bears marks of having been stretched, not
compressed” (level 1, p. 119s). This statement does
not make explicit the idea that the Earth’s plates
are pulling away from each other. Also a work sheet from
the Teacher’s Guide (to be copied for the students)
discusses the San Andreas Fault and how two plates are moving
past each other and moving in different directions (level
1, p. 376t).
scientists now believe that the Earth’s
outer surface is cracked like a giant eggshell. It is fractured
into many huge slabs which, because of their rigidity, are
called plates…. [P]lates are not anchored to the core
of the planet, but drift about. [level 1, p. 118s]
Idea
h: Landforms and major geologic events, such as
earthquakes, volcanic eruptions, and mountain
building, result from these plate motions. On the next page, the Andes and Himalayan Mountains as
well as the San Andreas Fault are given as examples of land
features that were created as the result of moving plates
(level 1, p. 119s). An activity at the end of the chapter
asks students to locate six well-known volcanoes (such as
Mount Fuji and Mount Etna) on the map and decide which occur
where plates are colliding (level 1, p. 126s). Lastly, a
sample assessment question asks “[w]hat land form
would be made as the plates [in the diagram] move closer
and the continents collide?” (level 1, p. 385t).
[T]he map above shows the distribution of
mountain ranges, earthquakes, and volcanoes. Their locations
usually correspond to the boundaries between major plates,
regions where the Earth’s crust is most active….
At the center of each individual plate, the crusts are relatively
stable. But where the neighboring plates meet, plates rub
and crash against each other so that earthquakes, volcanoes,
and mountain ranges occur. [level 1, p. 118s]
Occasionally, unrelated or only loosely related ideas interrupt the flow or sequence of the key Earth science ideas. For instance, in level B, as students are to learn about weathering, they also learn about acid rain in general, burning fossils fuels, tests of carbon dioxide and (optionally) measuring reaction rates. At times, the key Earth science ideas seem to be incidental to some of the activities and lessons, rather than the focus.
The evaluation teams’ collective findings, presented below, should be taken as having general applicability to all of the evaluated materials, not complete and specific applicability in toto to any one of them.
Identified errors occur most frequently in drawings and other diagrams. They take the form of representations that are likely to either give rise to or reinforce misconceptions commonly held by students. Following are Earth science examples of the kinds of misleading illustrative materials of most concern to the evaluation teams:
- Maps that do not show the accurate locations of earthquakes and volcanoes will prevent students from understanding the relationship between these events and plate boundaries. Likewise, diagrams and maps that do not include legends, and photographs that do not explain the size and scale of the object seen, are difficult for students to understand.
- Diagrams that (a) depict plates moving away from one another, thus exposing the mantle, (b) show the mantle very close to the surface of the Earth, or (c) show plates as being a layer under the crust inaccurately represent the structure of the Earth and the motion of plates.
- Diagrams that show the melting of subducted plates are incorrect. Subducting plates are known to cause melting in the mantle, and thus nearby volcanic activity, but the plates do not melt.