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) Within chapters, there is no obvious logic to the order
of the topics. For example, chapter 12 appears to be
a collection of topics about plants rather than a strategic
sequence. The topics are plant characteristics, plant
evolution and classification, adaptations of flowering
plants, hydroponics, photosynthesis, respiration, chemical
interactions of plants, and science and society.
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) Most of the key life science ideas are not assessed in
Science Insights: Exploring Living Things, and
for the key ideas that are assessed, an insufficient number
of items is provided. Four true-or-false items focus on
the key life science ideas. Two of them focus on the idea
that decomposers transform dead materials into simpler,
reusable substances (Idea c4),
with students being asked whether or not “Consumers
that feed only on the bodies of dead organisms are called
decomposers” (Assessment Program,
p. 126, Test 25A, item 20; the answer is yes), and “When
decomposers break down the tissues of dead organisms,
oxygen is released into the atmosphere”
(p. 126, Test 25A, item 21; the answer is no). Two other items focus on the idea that matter and energy
are transferred from one organism to another (Idea e),
with students being asked to provide the words that
best complete the following statements: “In food
_________, the flow of energy happens in one direction”
(Assessment Program, p. 126, Test 25A, item 19; the
answer is “chains”), and “Energy is
lost at each stage of a food pyramid because ________
is used for life processes” (Assessment Program,
p. 126, Test 25A, item 24; the answer is “energy”). In addition, students are shown a diagram of a mature
pine tree and a pine tree seedling and are asked to
compare them and explain how the pine tree grew larger.
They are to hypothesize about the materials and processes
involved and to describe an experiment to test their
hypothesis (Assessment Program, pp. 63–64, Test
12B, Part B, items 1–3).
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, “Accept all logical answers”
[p. 558t, Check Your Understanding, item 8]); often,
they emphasize factual recall of information from the
student text (for example, “Photosynthesis requires
light energy, carbon dioxide, and water” [p. 101t,
Check and Explain, item 1]). 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., “Pringle,
Lawrence. Being a Plant. New York: Crowell,
1983” [p. 236Bt]), 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–35). 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. 247t, Check and Explain, item 4)
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. 486s). 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. 102st,
Task 5 Conclusion; p. 248st, Task 5 Conclusion). 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. 2–11s).
The material later illustrates changes over time in
scientific thinking leading to the current system of
plant classification (p. 241s, Historical Notebook).
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. 248st, Activity 12; p. 247t, 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–32). 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. 246–247s). The Historical
Notebook feature emphasizes historical contributions of particular cultural
groups (e.g., p. 241s). 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 and minority (e.g., p. 606s). 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 describes
the work of Ynez Mexia, a woman botanist who collected plant specimens in isolated
locations of North and South America. The feature asks students to read further
about her work collecting plant specimens (p. 241t). 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. 534t, Writing About the Photograph),
laboratory investigations (e.g., p. 102st, Activity
5), cooperative group activities (e.g., p. 247t, Cooperative
Learning), whole class discussion (e.g., p. 99t, Discuss),
essay questions (e.g., p. 101st, Check and Explain,
item 3), creative writing (e.g., p. 542t, Writing Connection),
report writing (e.g., p. 551t, STS Connection), making
models (e.g., p. 538t, Class Activity), and visual projects
(e.g., p. 544t, Art Connection). In addition, multiple
formats are suggested for assessment, including essay
(e.g., p. 558st, Check Your Understanding, item 8),
concept mapping (e.g., p. 109st, Make Connections, item
1), portfolio (e.g., p. 552t, WrapUp), creative writing
(e.g., p. 247t, WrapUp), and visual projects (e.g.,
p. 101t, WrapUp). 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. 92At, Individual
Needs), and give ability level designations (core, standard,
and enriched) for all chapter components (e.g., p. 236Bt,
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. 487s). In addition, some
tasks ask students about particular, personal experiences they may have had
or suggest specific experiences they could have. For example, a Skills WarmUp
asks students to approximate the number of fruits and vegetables that they ate
the previous week and then to identify where the energy in the produce originally
came from (p. 97st). 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. 100st, Skills WorkOut). Overall, support is brief
and localized.