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. |
For this key idea, there are also several practice questions, such as having students write how their neighborhoods have changed in the last 300 years and how they think the neighborhoods will change in the next 300 years (p. 476t). In addition, students are also asked to perform skits “portraying a series of people who see changes in a local landform over time” (p. 480t).
Idea
b: Several processes contribute to changing the
Earth’s surface. The material provides several opportunities for students to
practice using this key idea, such as making a display showing how weathering
has affected their schoolyard (Level Green, p. 485t), writing a paragraph
about down-slope movements (Level Green, p. 490s), and writing a story or
drawing a picture of the formation of a volcano (Level Red, p. 380s).
Idea
c: The processes that shape the Earth today are
similar to the processes that shaped the Earth
in the past.
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. The text does not compare the time frames of the different
examples presented, and no practice
questions are provided for this 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.
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.
Idea
h: Landforms and major geologic events, such as
earthquakes, volcanic eruptions, and mountain
building, result from these plate motions.
Even when key ideas are treated, the examples provided are
not tied together and related to the generalization. For example, although
several specific processes that shape the Earth are presented (such as streams,
glaciers, wind, mountain building, volcanic eruptions, and earthquakes), there
are no statements, questions, or activities that focus students on the general
idea that several processes act to change the surface of the Earth.
This idea is not further developed to explain that several of these processes
can act at the same time or that opposing processes can act on the same landform.
The material makes few, if any, relevant connections to other
ideas that could strengthen the key Earth science ideas. For example, although
the material includes several activities that rely on the use of models to
show Earth processes, it misses the opportunity to connect students' use of
models to the role of models in science.
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: