|
Middle
School Curriculum Evaluation Matrix Summer
2006 |
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|
Science 2000 (Molli) |
Holt Science and
Technology (Molli)
|
McDougal-Littell (Amos) |
Holt
Science and Technology (Amos) |
Science and Technology Concepts for Middle Schools (Dawn) |
FAST
Project (Foundational Approaches in Science Teaching) (Dawn) |
Glencoe ( |
Prentice
Hall ( |
|
Who
Developed |
Decision
Development Corporation |
Holt,
Rinehart and Winston |
Houghton Mifflin Company |
Harcourt Education |
|
Curriculum research and Development
Group |
McGraw Hill/Glencoe |
Pearson/Prentice Hall |
|
When
Developed |
first
available in 1991 |
current
edition has 2007 copyright |
1995 |
Company: 1866 Holt Life Science: 1994 Holt Science and
Technology: 2001 |
|
1970 books published in 1978-1st
edition
1992-2nd edition |
In
business since 1909 |
Pearson Prentice Hall is part of a publishing
institution that dates back to 1725 when Thomas Longman published the first
book typeset by Benjamin Franklin. |
|
Current Vendor |
EdFromTheWeb |
Holt,
Rinehart and Winston |
Houghton Mifflin 1900 S. Batavia |
Holt, Rinehart, &
Winston
|
202.633.2973 email tannahills@si.edu |
Curriculum research and
Development Group |
McGraw Hill/Glencoe |
Pearson/Prentice Hall |
|
Vendor
Website |
http://www.edfromtheweb.com |
http://www.hrw.com/science/hst07/index.htm |
http://www.mcdougallittell.com/ml/science.htm |
|
http://www.stcms.si.edu/stcms.htm
Information about
curriculum overview http://www.nsrconline.org/curriculum_resources/middle_school.html Sample lessons are
available online |
|
|
|
|
Ordering
Information |
http://www.edfromtheweb.com/store/ index.php?cPath=2&osCsid= b4f2ebb94c691c095b4c9e07ff5db490 |
http://go.hrw.com/hrw.nd/ hrw_catalog/p2Program?caId =4&paId=23&pId=32678%20 |
Available online at http://www.mcdougallittell.com/ml/store.htm |
Available online at http://go.hrw.com/hrw.nd/hrw_catalog/p2Program?caId=4&paId=23&pId=32677%20 |
Carolina
Biological Supply Company (CBSC), |
Online catalog is available www.hawaii.edu/crdg Or call 1-800-799-8111 |
Online
ordering at http://www.glencoe.com/catalog/index.php/catalog?c=1674&v= |
Online
ordering at http://phcatalog.pearson.com/subject_area_listing.cfm?site_id=6&discipline_id=808 |
|
Cost |
4
pack = $550; each individual unit = $150; there are 13, 9-week units
available) |
Physical
Science:
(see Appendix A for more) Student
Edition = $60.95 Teacher
Edition = $105.95 |
For Grade 7: Student Edition book –
64.98 Teacher Edition Book-
112.98 Resource Book (assessments,
transparencies)- 365.22 E-edition cd-rom – 64.98 Process and lab skills
book- 1.70 Problem Solving/Critical
Thinking Book- 1.50 Lab Manuals- 1.50 Lab generator CD- 98.25 |
For Grade 7: Student Edition book –
60.95 Teacher Edition Book-
105.95 Resource Book (assessments,
transparencies)- 277.15 Student cd-rom – 60.95 Premiere Online Edition – 15.95 Video Quizzes- 131.25 Chapter Resources- 277.15 Science Kit- 1,126.00 Lesson Plans- 14.95 Interactive Book- 19.95 |
Organisms—From Macro to
Micro Class kit $3095.00 each
(one teachers guide and 16 student guides and materials for one class) Material Set $175.00 each Teacher’s Guide $125.00 Refurbishment set $730.00 Student Guide and Source
Book, Pack of 4 $84.95 each |
FAST Instructional guide $24.00 FAST 1 Classroom Set
$1,935.00 FAST 1 Teacher Set $275.00 FAST 1 Student Book $42.00 FAST 1 Student Record Book
$3.50 FAST 1 Library Started Set
$630.00 FAST 1 Teacher’s guide
$145.00 (Includes F112) FAST 1 Visual Aids Masters
$24.00 FAST 1 Evaluation Guide
$24.00 |
For
Integrated Science (Red Series) Teacher
materials $318 Inquiry
handbook $11.47 Performance
Assessment in the classroom book $11.97 Dinah
Zike’s Foldables book $14.97 Content
Outline for Teachers $41.49 Color
Transparencies $207.99 Teacher
wraparound edition $87.97 |
For
Physical Science 2005 Teacher
materials $299.97 Lab
manual $33.47 Computer
test bank $299.97 Content
Outline for Teachers $189.97 Color
Transparencies $299.97 |
|
Grade
Levels |
6-8 |
Life
Science, Physical Science, Earth Science |
6-8 |
6-8 |
6 through 8 (middle school) Each module could be modified
to use with one grade above or below those listed |
Several
sources indicated 6th –10th grade Others
indicated 7th –9th grade |
Grades
6-8 |
Grades
6-8 |
|
Kit
or Print? |
online |
print |
Print |
Print |
Kit |
Print |
Print |
Print |
|
Student
Materials |
off-line
and on-line activities; simulations; map; video |
student
text; workbooks; lab book; Science Tutor CD |
Books or modules (book
sections), e-book, standardized practice guide, online textbook |
Traditional or cd-rom book
with optional lab kits, special needs workbooks, reading guides, online
resources |
There
is a student guide. The STC/MS program is a kit based program designed to
provide students with engaging experiences in the life, earth, and
physical sciences and in technology while simultaneously developing their
critical-thinking and problem-solving skills. There is also a student
website available. |
Student Book-resembles a laboratory manual Student Record Book-organized records of class activities and contains
data tables and space for notes |
Consists
of textbook, lab manual and online activities. The
textbook is mainly a list of vocabulary words without connections among them.
The lab manual must not have been tested very well because many of the
amounts of materials are unreasonably large and there are many obvious typos
in the text. The online activities are engaging and can help teach content in
creative ways. |
Textbook,
lab manual |
|
Teacher
Materials |
lesson
plans that include background content information, materials, directions,
questions to ask, and extensions; unit tests |
annotated
teacher’s edition (ATE); test generator CD; keys to all supplemental books |
Teacher edition book (or
modules), Transparency book, assessment book, e-book, lab extension book,
assessment planner cd, easy planner cd, video guide, content review guide,
online textbook |
Teacher Edition book, cd-rom,
transparency book, test generator, lesson plans, lab activities, reading strategy book, video quiz maker |
There are eight modules.
Available for purchase are kits and teachers guides. Supplementary materials
include: Resources for Resources for Teaching
Elementary Science The website also rcommends
the following NSRC Middle School Science Curriculum Resources: Guide to Probeware and
Computer Applications for STC/MS Science for All Children
(Book and Video) They also offer a STC/MS Curriculum Users’ Discussion Forum This offers online
discussion for STC and STC/MS users. Users can pose and answer questions
about materials, classroom management, and pedagogy. Professional Development
Courses are available in DC through NSRC/Smithsonian/The National Academies
the cost is $1000 for Academy, $750 for hotel. |
Teacher’s Guide-Explains logic, connections, contains teaching suggestions, advice on
classroom procedures, discusses practical progression of lessons and student
investigations Instructional Guide-Explains philosophy, objectives, and design of the FAST program Evaluation Guide-Explains the programs approach to student evaluation and describes how
to use the assessments to guide teaching and learning Data Management Software-Enables students or teachers to enter and keep
track of experimental data Reference Book-Describes use of laboratory investigations, outlines experimental
techniques and suggests experimental design |
One
strength of the Glencoe program is its support for teachers. On the website,
there is a teacher tip of the day and the amount of materials available to
the teacher (for a price) is very extensive. However, many of the methods are
not research based. |
Not
as many teacher support materials as Glencoe. There are transparencies,
tests, lab activities and planning tools (like an online planning book).
There is an online tutorial, but it only shows you how to use the few
materials that are available. |
|
Supplemental
Materials |
none
that I could find |
very
extensive list available online |
Included in teacher
materials |
Included in teacher
materials |
|
Student Record Book Library
Started Set Visual Aids Masters
Evaluation Guide |
very extensive list
available online |
None included on website |
|
NOS? |
not
in sample materials |
not
explicitly called NOS, but most pieces are addressed in various chapters |
Not explicitly |
Not explicitly |
|
Yes |
No |
No |
|
Inquiry? |
not
in sample materials |
some
labs incorporate guided inquiry, but most tend to be cookbook |
The book with supplemental
materials provides hands-on and inquiry based activities |
The book with supplemental
materials provides hands-on and inquiry based activities |
Yes. Each module keeps inquiry at the center of
the learning process. |
Yes, Through an inquiry
approach these courses give students an understanding of both the concepts of
science and their application to the everyday environment |
No |
It
says so in the research report published by PH, but AAAS does not think so. I
don’t think so either! |
|
Hands-On? |
minimal;
mapping of data in sample materials |
if labs are
implemented |
The book with supplemental materials provides hands-on and inquiry based activities |
The book with supplemental materials provides hands-on and inquiry based activities |
|
Yes, Through an inquiry
approach these courses give students an understanding of both the concepts of
science and their application to the everyday environment |
No – AAAS rates it poor in indicating an activity sequence |
Somewhat – the labs are cookbook but have thoughtful analysis and conclusion questions. |
|
Higher
level thinking? |
minimal |
not
in text; minimal in supplements |
Asks students to learn and
apply knowledge |
Broken up by a variety of
sections to make connections to multiple levels of science |
STC/MS
offers age-appropriate activities that allow students to: Increase
their understanding of critical science concepts, attain problem-solving
and critical-thinking skills, and build up positive habits of mind in the
area of science. Through using STC/MS they further develop their
knowledge base and reasoning skills. |
Emphasizes Science Process Designed connections
between the sciences Emphasizes group
work-collaborative and peer relations, allows students to develop alternative
solutions to problems posed Students learn how to
problem solve, collect data and keep it organized |
Some,
but it is not a focus of the materials |
minimal |
|
Research-based? |
not
explicitly noted |
not
explicitly noted |
not explicitly noted |
not explicitly noted |
STC/MS has been evaluated
by the Program Evaluation and Research Group of Lesley College (Cambridge,
Mass) and the Center for the Study of Testing, Evaluation and Educational
Policy (Boston, Mass) The final editions of the units were updated to include
teacher and student field-test feedback. There were also technical reviews
performed by leading scientists and science educators who serve on the STC/MS
Advisory Panel. |
|
10
out of 19 ratings from AAAS were poor. Only one was satisfactory –
representing ideas effectively. |
18
out of 19 of the AAAS ratings were poor. During
2000-2001, a year long study was done comparing student scores on a national
test. Students in six states using PH outperformed students using other
texts. 223 students participated in the study. |
|
Standards-based? |
aligned
to national standards; correlate with “many states including |
correlated
to national standards; VA edition available |
Correlated to national
standards Customized for some states,
including |
Correlated to national
standards Customized for some states,
including |
Each module has been
correlated to National Standards for example see http://www.nsrconline.org/curriculum_resources/Org_standards.html Documents to show
correlation to about 26 states ( |
There is a twenty page
document outlining the correlations to the national standards |
Texts
sold by state – you can’t get anywhere on the website unless you indicate
your state. |
Yes - state standards |
|
Differentiation? |
extension
ideas given in lesson plans |
suggestions
made throughout ATE |
Yes |
Uses Sci-Links, CNN, and
Holt websites to support differentiation |
I only saw references to
inquiry based learning, no mention of students with special needs in the
materials I previewed |
Students are working in
teams, they could assist each other in this setting There is very little
reading involved |
Yes,
but in a traditional sense. Student-led inquiry is not part of this program. |
Some extension ideas are
given in the teacher wrap around edition |
|
Diversity? |
some
variety shown in sample materials |
variety
of cultures, genders, and disabilities |
Students of different
cultures and ethnicities, including disabled children |
Yes |
Pictures show children from
various races, religions, cultures, genders, etc…Students are engaged in
laboratory activities |
There are no pictures or
references to race, religion, culture, or gender…..just the facts!
(directions and laboratory suggestions) |
Yes |
yes |
|
Assessments |
teachers
are told to “preassess students’ knowledge” but not given direction on how to
do that; on-line quizzes; unit tests |
test
generator with multiple question formats; alternative assessment suggestions
in ATE; on-line quiz resource |
Assessment book,
Standardized test practice guide, assessment planner cd |
Assessment book, test
generator, video quiz maker |
Each module contains
embedded assessment activities, reflection/closure, inquiry masters, sheets
that can be reproduced and suggestions for inquiry in each lesson. |
Assessment Guide available – FAST uses multiple assessment strategies
to evaluate student learning and growth. The individual investigations offer
performance tests and student self-evaluation Tests cover a range of lab
skills through ideas about conceptual understanding There is an Evaluation
Guide for keeping records |
Do
not inform instruction – not many explicit formative assessment tools
available |
Do
not inform instruction - few explicit formative assessment tools available –
only quizzes |
|
Examples
of Unit/Lesson Titles (Topics) |
chemistry
and food; disease and living systems; dynamic earth; machines and forces |
Physical Sciencematter,
motion and forces, electricity |
|
|
Life
and Earth Sciences Human
Body Systems Catastrophic
Events Organisms-from
Macro to Micro Earth
in Space Physical
Sciences and Technology Properties
of Matter Light Energy,
Machines, and Motion Electrical Energy and Circuit
Design
|
There are three books
(courses). Their titles are: The local Environment Matter and Energy in the
Biosphere Change Over Time In each book (course) there
are three strands: Physical Science-physics
and chemistry Ecology-earth science and biology Relational Study-interrelationships among science, technology, and
society
|
Integrated
science Physical
Science Life
Science Earth Science
|
Science
Explorer Event-Based
Science Life
Science Earth
Science Physical Science
|
|
|
no |
no |
|
|
|
|
Looking
at the list of ancillary materials available, one could see how tangentially
the middle school philosophy is addressed. There are links to reading, math
and problem solving skills, but there are not materials that directly help
teachers teach science like the “Turning Points” document. |
This
seems more like a lower level high school book than a middle school book.
AAAS also states that the topics in the book go way beyond the benchmarks for
this level. |
|
AAAS
Rating |
Instructional
Quality (on 3 pt scale): physical science 2; life science 2.5; earth science
2.5 |
not
evaluated |
N/A |
N/A |
|
|
There
are content matches for most of the ideas, but the concepts are directly
stated, without building a case for them. The text does go beyond the key
ideas in terms of content, but do not link them together in any coherent way.
There is some issue about the diagrams because they tend to bring out
misconceptions (especially in the solid, liquid, gas section). |
There
are some content matches, but also have some partial content matches. A whole
section of the rating is one sentence, “The
key ideas are asserted without an evidence-based argument having been
developed to support them.” |
|
Concepts
organized around “big ideas?” |
somewhat |
no |
yes |
somewhat |
|
|
No
– Concepts are organized around chapter contents. |
No
– Concepts are organized around chapter contents. |
|
Provides
materials to “scaffold learning?” |
somewhat |
no |
|
|
|
|
Yes,
but in a traditional sense. Student-led inquiry is not part of this program. |
Some
support is available online at www.phschool.com |
|
Integrates
skills with concepts? |
somewhat |
in
supplemental materials |
|
|
|
|
Some,
but it is not a focus of the materials. |
The
lab book attempts to do this, but comes out in a step-by-step format |
|
Depth
over breadth of content? |
somewhat |
no |
No |
No |
|
|
No |
No |
|
Incorporates
technology resources? |
almost
completely on-line |
CDs,
videos, SciLinks, on-line quizzes |
e-book, assessment planner
cd, easy planner cd, videos, online textbook |
|
|
|
Yes
– this is one of the highlights of this set of materials. |
Scilinks,
sponsored by NSTA, is featured in the materials. You
can add an online textbook for only $6 when you purchase the print book |
|
Review
materials |
none |
standard
questions at end of each chapter |
standard questions at end
of each chapter |
|
|
|
The
review materials tend to be self-contained units. The only exception is the
Standardized Test booklet, which is all multiple choice items. |
The
review materials are self-contained units. |
|
Real
world examples? |
yes
– central theme of curriculum |
some |
Yes |
Yes, but can be confusing |
|
|
Yes
– at the end of each chapter, a real world issue regarding the topics in the
chapter is available. |
Sometimes,
but not in a consistent way. |
|
Strengths |
•
interactive •
units are designed around a problem that students are to solve •
mainly on-line •
can mix and match units easily |
•
most content is grade-level appropriate •
can also be purchased as “short courses” where a few related chapters are
bound together •
connections to other disciplines (e.g., history, other sciences) •
planning suggestions in ATE misconception
alters in ATE •
safety tips in ATE demonstration
ideas in ATE •
concept maps for each chapter •
puzzles, teasers, etc. |
*CD’s are very helpful *book is aligned to *Diagrams are very helpful
and not a distraction *checkpoints in reading
help reinforce ideas *discussion sections to
apply knowledge to real life situations
|
*Science in action
sections, very useful online resources (gohrw.comlinks to state resources) *standards review sessions *some helpful visuals |
Builds
on skills gained from use of STC kits Developed
by teachers and scientists Field tested in urban,
suburban and rural classrooms |
Students perform
investigations, design experiments, make instruments, record data, and
interpret their findings Lessons build on each other Offer ongoing support for
teachers Lessons build upon one
another |
There
are plenty of materials for teachers to choose from, as long as you have
enough money. Also, the technology materials such as the virtual labs are
helpful to teachers who may not have the space, materials and time to set up
difficult labs. |
The
labs are verification labs, but the analysis questions are good for leading a
discussion. |
|
Weaknesses |
•
mainly on-line •
no explicit connections between units •
most of sample materials include demonstrations, not labs •
do middle schoolers really need to learn about menopause? •
minimal information and sample materials are available online, so it is
difficult to truly evaluate this curriculum |
•
organic chemistry structures?! •
most labs tend to be cookbook •
must have supplemental materials to have more enriched program •
critical thinking scenarios seem a little contrived •
content is very topical instead of explicit connections between chapter •
pages have too many visuals •
not much depth to topics |
* Expensive for everything * Some ideas are
generalized |
*Expensive *The pages themselves are
very “busy” *too many pictures and
things to distract the student, takes up too much of the book, reading checks
are focused on recall only |
Cost |
Cost to get trained Availability of teachers
who are trained to use the program |
The
materials may be visually appealing and the content may be covered, but the
materials opt for breadth instead of depth. It is evident in the lab book
that inquiry is not an emphasis for these materials. |
Lots
of facts, but not much support for those facts. |
|
Rating |
**
(difficult to rate due to lack of materials available for review) |
**½
|
|
|
|
|
** |
* |
Key for Rating:
*=poor;
**=fair; ***=good; ****=excellent