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)
II. Taking Account of Student Ideas
Attending to prerequisite
knowledge and skills (Rating = Poor) Before the particle theory of matter is described,
matter is defined and an activity is suggested to demonstrate
that air is matter. Before phases of matter are explained
with the particle model, students are asked to think
about how ice, steam, and liquid water are similar and
how they are different. But, overall, not enough experiences
with relevant phenomena (such as the characteristics
of states and the changes of state) are given before
the kinetic molecular theory is introduced. Although
a few statements are included that deal with prerequisite
information, none of them try to make explicit connections
between the prerequisite information and the key ideas.
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 = Fair)
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) While this material includes some tasks that target
the key physical science ideas, the number of assessment
items applicable to each key idea varies. Most of the
seven key ideas are not adequately assessed. Two of
them—particles are extremely small (Idea b) and
changes of states have a molecular explanation (Idea
f)—are not assessed at all. The idea that particles
are perpetually in motion (Idea c) is targeted by two
items. In one item, students are asked to choose the
phrase that best completes the statement, “According
to the particle model of matter, all matter is _______.”
Their four options are (a) “too small to see,”
(b) “made up of tiny particles that are in constant
motion,” (c) “made up of one type of particle,”
and (d) “particles that are the same size.”
(Assessment Program, p. 25, Test 6A, item 10;
the answer is b). In the other item, students are asked
to determine whether the following statement is true,
and if it is not, to change the underlined words to
make it true: “According to the particle model
of matter, all matter is made up of tiny particles that
are in constant motion” (Assessment
Program, p. 39, Unit Test 2, item 41; the statement
is true). Note that the first item also focuses on the
related idea of the particulate nature of matter (Idea
a). The idea that increased temperature means greater molecular
motion (Idea d) is targeted by three items. Students
are to complete the statement, “Increasing the
_______ of a substance will cause the particles of the
substance to move faster” (Assessment Program,
p. 37, Unit Test 2, item 4; the answer is “temperature”
[also see p. 42, Test 9A, item 22 for a similar question]).
They are also to decide whether or not it is true to
state, “As the temperature of a substance increases,
the movement of the particles that make up the substance
decreases” (Assessment Program,
p. 26, Test 6A, item 18; the statement is true). They
are also to decide (and explain their decision) which
of three drawings depicting particles shows the substance
with the highest temperature (Assessment Program,
p. 43, Test 9B, item A, question 1). More assessment items target the idea that solids,
liquids, and gases differ in their molecular motion
and arrangement (Idea e), but they typically focus on
the motion aspect. For example, students are to complete
the statement, “The particles of a liquid move
faster than the particles of a _____” (Assessment
Program, p. 25, Test 6A, item 1; the answer is “solid”).
Also they are to choose the best word to complete the
statement, “Particles of matter move the slowest
in a (a) solid, (b) liquid, (c) gas, (d) plasma”
(Assessment Program, p. 26, Test 6A, item 13;
the answer is a [see also p. 39, Unit Test 2, item 31
for a similar question]). Similarly, they are to complete
the statement, “You can compress a gas because
(a) there is much empty space between its particles,
(b) it is made up of elements, (c) it is made up of
small particles, (d) its particles are too large”
(Assessment Program, p. 39, Unit 2 Test, Item
33; the answer is a [see also p. 26, Test 6A, item 14
for a similar question]). Also they are to decide whether
or not it is true to state, “The particles of
a solid are the most tightly bound of any phase
of matter” (Assessment Program, p. 26,
Test 6A, item 25; the statement is true). Also, they
are to draw models to show the particles of one substance
in its solid, liquid, and gas phase (Assessment Program,
p. 28, Test 6B, item C, question 2), and they are prompted
to add arrows to their drawings to indicate the range
of motion.
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, “Ending masses are the same”
[p. 145t, SkillBuilder, item 3]); often, they emphasize
factual recall of information from the student text
(for example, “As heat energy increases, molecules
move faster” [p. 212t, Check and Explain, item
1]). The material provides minimal support in recommending
resources for improving the 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., “Berger,
Melvin. Solids, Liquids, Gases. New York: G. P.
Putnam’s Sons, 1989” [p. 134Bt]), 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 notes state that answers may vary
(e.g., p. 141t, Skills Development) 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. 208s). 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. 136t,
Explore Visually, item 3; p. 149st, Skills WorkOut;
p. 220st, Check and Explain, item 2). 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. 2–10s).
The material later illustrates changes over time in
scientific thinking leading to the current concept of
heat (p. 210s, 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. 221st, Activity 9; p. 224t, 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 and sometimes focus on the
contributions of particular cultural groups. For example, one Science and Society
section discusses natural medicine practices of various cultures including some
African tribes’ use of particular plants to treat snakebite (pp. 172–173s).
The Historical Notebook feature emphasizes historical contributions of particular
cultural groups (e.g., p. 289s). 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. 150s). Multicultural Perspectives are general directions in teacher’s
notes for projects related to the chapter content in which students often research
particular characteristics of a cultural group (e.g., p. 218t). 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’s notes. The material suggests multiple formats for students to
express their ideas during instruction, including individual
investigations (e.g., p. 135st, Skills WarmUp), journal
writing (e.g., p. 132t, Writing About the Photograph),
laboratory investigations (e.g., p. 221st, Activity 9),
cooperative group activities (e.g., p. 224t, Cooperative
Learning), whole class discussion (e.g., p. 142t, Skills
Development), essay questions (e.g., p. 139st, Check and
Explain, item 1), creative writing (e.g., p. 208t, Writing
Connection), making models (e.g., p. 139st, Check and
Explain, item 4), and visual projects (e.g., p. 136t,
Art Connection). In addition, multiple formats are suggested
for assessment, including essay (e.g., p. 154st, Check
Your Understanding, item 6), concept mapping (e.g., p.
155st, Make Connections, item 1), portfolio (e.g., p.
151t, WrapUp), creative writing (e.g., p. 139t, WrapUp),
and visual projects (e.g., p. 212t, 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. 134At, Individual
Needs), and give ability level designations (core, standard,
and enriched) for all chapter components (e.g., p. 208Bt,
Chapter 9 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. 209s). 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 Workout
asks students to list the items they used that day which were in the gas phase
as well as things that were solid and liquid. The activity then asks students
if they used the same substance in two different phases, and if so, how that
was possible (p. 142st). 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. 208t, Writing Connection). Overall,
support is brief and localized.
The material
generally avoids stereotypes or language that might be offensive
to a particular group. For example, photographs include
a diverse cultural mix of students and adults (e.g., pp.
150s, 172s, 258s), but the number of photographs that include
people are few throughout the material. In addition, the
material’s use of the short story genre (e.g., pp.
204–205st, 252–253st) related to the traditional
expository text may support the language use of particular
student groups.