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)
Conveying lesson/activity
purpose (Rating = Poor)
Justifying lesson/activity
sequence (Rating = Poor) Sections within chapters appear to be a collection
of topics related to the chapter title, rather then
a strategic sequence of topics (e.g., Chapter 12: Forces
of Erosion includes the sections Gravity and Erosion,
Water Erosion, Ice Erosion, and Wind Erosion).
II. Taking Account of Student Ideas
Attending to prerequisite
knowledge and skills (Rating = Poor)
Alerting teachers to commonly
held student ideas (Rating = Poor)
Assisting teachers in identifying
their students’ ideas (Rating = Poor)
Addressing commonly held
ideas (Rating = Poor)
III.
Engaging Students with Relevant Phenomena
Providing variety of phenomena
(Rating = Poor)
Providing vivid experiences
(Rating = Poor)
IV. Developing and Using Scientific Ideas
Introducing terms meaningfully
(Rating = Poor)
Representing ideas effectively
(Rating = Poor)
Demonstrating use of knowledge
(Rating = Poor)
Providing practice (Rating
= Poor)
V. Promoting Students' Thinking about Phenomena, Experiences, and Knowledge
Encouraging students to
explain their ideas (Rating = Poor)
Guiding student interpretation
and reasoning (Rating = Poor)
Encouraging students to
think about what they have learned (Rating = Poor)
Aligning assessment to
goals (Rating = Poor) Several assessment items focus on plate tectonics (Idea
g) and their effect on landforms and geological events
(Idea h) (e.g., Assessment Program, p. 22, Test
5A, items 12, 13, 14; pp. 23–24, Test 5B, items
B, C, D; p. 34, Unit Test 2, items 18, 20, 24). Many
of these items emphasize familiarity with relevant vocabulary,
such as asking students to select the term that best
completes a certain statement: Some assessment items do focus on understanding a key
Earth science idea. For example, students are asked
to use their knowledge of plate tectonics to answer
this question: “If new rock material is constantly
being added to the crust at the mid-ocean ridges, why
aren’t the ocean basins becoming wider?”
(Assessment Program, p. 24, Test 5B, item D). Also, several assessment items target the idea that
several processes contribute to changing the Earth’s
surface (Idea b) (e.g., pp. 17–18, Test 4A, items
4, 9, 15, 25; p. 19, Test 4B, item A; p. 21, Test 5A,
item 2; p. 24, Test 5B, item D; pp. 33–35, Unit
Test 2, items 3, 18, 34; pp. 57–58, Test 12A,
items 7, 21, 22, 25; p. 60, Test 12B, items B, C). However,
these items typically assess students on their understanding
of individual processes, and students are rarely
asked to consider how several processes contribute
to the changing of the Earth’s surface. For example,
students are asked to complete the following statements:
“The buildup of sediment at the mouth of a river
is an example of _____” (Assessment Program,
p. 17, Test 4A, item 4; the answer is “deposition”),
and “Rock particles are carried away by wind,
water, or ice during the _____ process” (Assessment
Program, p. 33, Unit Test 2, item 3; the answer
is “erosion”). They are also asked to answer
the following question:
While this material includes some tasks that target
the key Earth science ideas, the number of assessment
items applicable to each key idea varies. Four of the
key ideas are not assessed at all. They are as follows:
that the Earth’s surface is continually changing
(Idea a), that the processes that shaped the Earth in
the past are still at work today (Idea c), that the
Earth-shaping processes vary in rate (Idea d), and that
slow processes can cause significant changes over very
long times (Idea e). Only two assessment items focus
on the evidence for the movement of continents (Idea
f):
9. Which one [of the following]
is not used as evidence that the continents
have moved over time?
a. fossils
b. rock formation
c. wind-blown sediments
d. glacial deposits
[Assessment Program, p. 21, Test
5A, item 9; the answer is c]
15. Fossils of tropical plants found
in Antarctica indicate that
a. the region near the South Pole was
once warm.
b. the equator was once near the South
Pole.
c. Antarctica was once closer to the
equator.
d. earlier plants could survive cold
climates.
[Assessment Program, p. 22, Test
5A, item 15; the answer is c]A mid-ocean ridge is an example of a
a. divergent boundary
b. convergent boundary
c. transform boundary
d. subduction zone.”
[Assessment Program, p.
34, Unit Test 2, item 20; the answer is a]In which location is deposition most
likely to occur?
a. on a mountaintop
b. at the mouth of a river
c. in the middle of a desert
d. on a steep hillside
[Assessment Program, (p. 18, Test 4A, item 15;
the answer is b]
Testing for understanding
(Rating = Poor)
Using assessment to inform
instruction (Rating = Poor)
Providing teacher content
support (Minimal
support is provided.) The material rarely provides sufficiently detailed
answers to questions in the Student Edition for teachers
to understand and interpret various student responses.
Most answers are brief and require further explanation
(for example, “Check students’ models for
accuracy” [p. 95t, Check and Explain, item 4]);
some focus solely on the definitions of terms (e.g.,
p. 104t, WrapUp). The material provides minimal support in recommending
resources for improving teachers’ understanding
of key ideas. While the material lists references at
the beginning of each chapter that could help teachers
improve their understanding of key ideas (e.g., “Aylesworth,
T. G. Moving Continents: Our Changing Earth.
Hillside, NJ: Enslow, 1990” [p. 112Bt]), the lists
lack annotations about what kind of information the
references provide or how they may be helpful.
Encouraging curiosity
and questioning (Minimal
support is provided.) The material provides a few suggestions for how to
respect and value students’ ideas. Introductory
teacher’s notes about concept mapping state that
“each student connects concepts differently”
and that working with other students in constructing
concept maps “gives students valuable experience
in comprehending and communicating the meanings of scientific
concepts and terms” (p. T–39). In addition
to concept mapping, the material explicitly elicits
and values students’ ideas in some activities.
For example, teacher’s notes state that answers
may vary (e.g., p. 95t, Check and Explain, item 2) for
selected tasks. Also, each chapter begins with a feature
entitled, “What do you see?” which consists
of a quote from an actual student about the chapter
opening photograph (e.g., p. 262s). The material provides a few 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?” But it does not encourage students
to pose such questions themselves. Specifically, the
material includes a few tasks that ask students to provide
evidence or reasons in their responses (e.g., p. 94t,
Critical Thinking; p. 95t, WrapUp). The material provides a few suggestions for how to
avoid dogmatism. The first chapter portrays the nature
of science as a durable yet dynamic human enterprise
in which students can participate (pp. 2–12s).
The material later illustrates changes over time in
scientific thinking about earth science theories (pp.
95s and 119s, Science and Society). However, the material
also contributes to dogmatism by presenting most of
the text in a static, authoritative manner with little
reference to the work of particular practicing scientists
and by expecting single specific responses for most
student tasks. The material does not provide examples of classroom
interactions (e.g., dialogue boxes, vignettes, or video
clips) that illustrate appropriate ways for teachers
to respond to student questions or ideas. However, a
limited sense of desirable student-student interactions
may be gained from procedural directions for laboratory
and cooperative group activities (e.g., p. T–37;
p. 120st, Activity 6; p. 282t, Cooperative Learning;
Laboratory Manual, pp. T–x, T–xi).
Supporting all students
(Some
support is provided.) The material provides some illustrations of the contributions of women and
minorities to science and as role models. Introductory notes highlight multicultural
perspectives and suggest that teachers “Tell students about the contribution
to science and technology of people from diverse ethnic and cultural backgrounds”
(p. T–36). Throughout the material, however, most of the contributions
of women and minority scientists appear in special features. Science and Society
sections relate chapter content to human activities sometimes focusing on the
contributions of particular cultural groups (e.g. p. 244s). The Historical Notebook
feature emphasizes historical contributions of particular cultural groups (e.g.,
p. 251s). The Career Corner feature briefly describes a scientific occupation
related to the chapter content and includes a photograph of a scientist; in
some instances, the scientist is a woman or minority (e.g., p. 125s). Multicultural
Perspectives are general directions in teacher notes for projects related to
the chapter content in which students often research particular characteristics
of a cultural group. For example, one Multicultural Perspectives feature asks
students to research how desert people in the Middle East, Northern Africa,
or central Australia farm and find water (p. 284t). All of these sections highlighting
cultural contributions are interesting and informative but may not be seen by
students as central to the material because they are mostly presented in sidebars
and teacher notes. The material suggests multiple formats for students
to express their ideas during instruction, including
individual investigations (e.g., p. 99st, Skills WorkOut),
journal writing (e.g., p. 236t, Writing About the Photograph),
laboratory investigations (e.g., p. 105st, Activity
5), cooperative group activities (e.g., p. 90t, Cooperative
Learning), whole class discussion (e.g., p. 93t, Discuss),
essay questions (e.g., p. 120st, Task 5 Conclusion),
creative writing (e.g., p. 121t, Writing Connection),
report writing (e.g., p. 105st, Conclusion), making
models (e.g., p. 120st, Activity 6), and visual projects
(e.g., p. 103t, Art Connection). In addition, multiple
formats are suggested for assessment, including essay
(e.g., p. 130st, Check Your Understanding, item 5),
concept mapping (e.g., p. 111st, Make Connections, item
1), portfolio (e.g., p. 100t, Portfolio), creative writing
(e.g., p. 131st, Make Connections, item 4), and visual
projects (e.g., p. 111st, Make Connections, item 2).
However, the material does not usually provide a variety
of alternatives for the same task in either
instruction or assessment. The material does not routinely include specific suggestions about how teachers
can modify activities for students with special needs. However, the Teacher’s Edition and supplementary materials (including reinforcement, enrichment and
review worksheets, activities and laboratory investigations) provide additional
activities and resources for students of specific ability levels. Teacher’s
notes at the beginning of each chapter provide additional activities for limited
English proficiency, at-risk, and gifted students (e.g., p. 90At, Individual
Needs), and give ability level designations (core, standard, and enriched) for
all chapter components (e.g., p. 262Bt, Chapter 12 Planning Guide). For Spanish
speakers, there is a Spanish Supplement, which translates chapter summaries
and the glossary, and Spanish Section Reviews (worksheets). However, the placement
of some supplemental resources in individual booklets separate from the main
text may discourage their use, and the special needs codes at the beginning
of chapters may discourage teachers from using those activities with all students
when appropriate. The material provides some strategies to validate students’ relevant
personal and social experiences with scientific ideas. Some text sections intersperse
brief references to specific personal experiences students may have had that
relate to the presented scientific concepts (e.g., p. 121s). In addition, some
tasks ask students about particular personal experiences they may have had or
suggest specific experiences they could have. For example, a text section illustrates
the process of convection in the home with examples of air in the shower, air
heated by a heating vent or radiator, and a pan of water heating on the stove
(p. 108s). An adjacent task in the teacher’s notes asks students to create
diagrams of convection cells from their own lives (p. 108t, Skills Development).
However, the material rarely encourages students to contribute relevant experiences
of their own choice to the science classroom, and sometimes it does not adequately
link the specified personal experiences to the scientific ideas being studied
(e.g., p. 128t, Integrating the Sciences). Overall, support is brief and localized.