Important links -
Please review
|
Brian's Class Materials- Spring 2014 - SEYS 562
Queens College/CUNY
Education Unit
Spring 2014
SYLLABUS
SEYS 562 -01
Section: 41029
Methods of Teaching Science in Middle School and High School
Wednesday 4:35 pm to 7:05 pm
Kiely Hall Room 119B
Please complete the course evaluation before the last week
Week 1 |
Week 2 |
Week 3 |
Week 4 |
Week 5 |
Week 6 |
Week 7 |
Week 8 |
Week 9 |
Week 10 |
Week 11 |
Week 12 |
Week 13 |
Week 14 |
Week 15 |
Week 16 |
Week 17 |
Brian Murfin, Ph.D.,
Office: Powdermaker Hall Room 135C,
Office Hours:
Thursday 2 to 4 pm
And by appointment
Please send me email to brian.murfin@qc.cuny.edu to arrange an online appointment using either:
Email: brian.murfin@qc.cuny.edu
A. COURSE DESCRIPTION
SEYS 562. Methods of Teaching Science in Middle School and High School. 3 hr.; 30 hr. of field experience; 3 cr. Prereq. or coreq.: SEYS 536, 700 and 552. Open only to students in science teacher education programs. Focuses on the development of students’ pedagogical content knowledge in their specific science subject areas. Secondary school science curriculum, along with research-based learning, instructional and assessment strategies, will be examined.
Education Unit Conceptual Framework:
This course is being offered by the Secondary Education department which is part of the Education Unit at Queens College. The Education Unit seeks to promote equity, excellence, and ethics in urban education and is committed to preparing teachers and other education professionals who will:
- Build inclusive communities that nurture and challenge all learners (Equity)
- Demonstrate professionalism, scholarship, efficacy, and evidence-based and reflective practice (Excellence)
- Diversity, democracy, and social justice (Ethics)
The Education Unit uses Chalk and Wire as an electronic portfolio and assessment system. When candidates are admitted to one of the undergraduate or graduate programs in the Education Unit, they will be required to purchase a Chalk and Wire ePortfolio subscription to submit their assignments as directed until graduation. Faculty will assess all key program assignments submitted by candidates in Chalk and Wire.
Your Chalk and Wire ePortfolio helps you collect, organize, and reflect on your academic work. It can contain files, images, and multimedia that document your academic progress, enriching your learning, sharpening your technological skills, and preparing you for certification. You can also share your professional ePortfolio with family, friends, and potential employers. A professional look and feel make the Chalk and Wire ePortfolio a great tool to use when searching for internships, employments and graduate schools.
Do NOT purchase a Chalk and Wire
subscription until you are specifically asked to do so by
your instructor.
B. COURSE GOALS/OBJECTIVES
The course objectives for this course are closely aligned with the NCATE and NSTA science teaching standards and these standards have been adapted for this course. Obviously you may not be able to accomplish every objective listed in the NSTA Standards in this one course. However, by the end of your Science Teacher Education Program you should have met all of the NSTA Standards for Science Teacher Preparation. You should save this list of Standards, and check off each one as you feel you have accomplished it. If you have questions about a particular standard, please feel free to ask the instructor.
GOALS: By the end of the course, participants will be able to do the following:
1) Be able to ensure that all students receive an equal opportunity to learn science, regardless of gender, ethnic group, sexual orientation or socioeconomic status. (Equity), (Ethics)
2) Identify strategies that will help all students learn such as the use of a variety of teaching styles, learning modalities, multiple intelligences, anti-racist teaching, and gender-friendly techniques. (Equity), (Ethics)
3) Become familiar with learning theories and be able to apply this knowledge to develop more appropriate and effective science learning experiences. (Excellence)
4) Locate useful science education resources such as lesson plans, unit plans, ideas for activities, science education organizations, etc. (Excellence)
5) Determine the appropriate content to be taught according to national and state science standards, district and school requirements, the level, experience and background of the students, and an understanding of science teaching philosophy and learning theories. This includes:
a. Recognizing what should be included and what should not be included in a curriculum. (Excellence)
b. Recognizing the most important content, i.e. making sure content is age-appropriate and prioritizing content. (Excellence)
c. Being able to recognize one’s own areas of science content weakness and how to improve them. (Excellence)
d. Understanding how to design and teach lessons to different grade levels. (Excellence)
6) Understanding the nature of science and how it is different from other areas of knowledge (Excellence)
7) Developing a personal philosophy of science education that explains why science should be taught (Excellence), (Ethics)
8) Design and teach a variety of science lessons that incorporate (inquiry, the learning cycle, cooperative learning, laboratories, demonstrations, analogies, models, recitation, guided discussion, questioning, inquiry, simulations, technology, etc.) that demonstrate a knowledge of learner differences, abilities, students’ prior knowledge, and misconceptions. (Excellence)
9) Identify the legal, ethical and safety responsibilities of the teacher in the science classroom (Excellence), (Ethics)
10) Know how to identify and implement safety procedures in the science classroom and laboratory. (Excellence)
11) Be able to adapt a science lesson in order to meet the needs of one of the following examples of student special needs: visually impaired, hear impaired, LEP or ESL students, learning disabled, behavior problem, gifted. (Excellence), (Ethics)
12) Demonstrate reflective teaching, including:
a. Reflecting upon the reason for a specific lesson and for the choice of methodology (Excellence)
b. Reflecting upon the effectiveness of various teaching strategies in order to develop a sense of their appropriateness relative to the situation (Excellence)
13) Developing a sense of what science is and a philosophy regarding why it should be taught (Excellence), (Ethics)
14) Construct clear and appropriate assessment tools (both traditional and alternative assessment) specific to the science lesson and linked to state and national standards and lesson objectives. (Excellence)
15) Design and teach a laboratory activity. This includes:
a. Managing a laboratory activity in a secondary school environment that is safe and efficient (Excellence)
b. Creating a laboratory activity that incorporates technology (Excellence)
c. Setting up clear directions and goals (Excellence)
d. Carry out an inquiry-based lesson. (Excellence)
16) Identify supporting materials used in science teaching, including the most popular student texts being used, and the cost and availability of science equipment in different school districts. This includes recognizing the need for alternative resources for schools that do not have good equipment or funding. (Equity), (Excellence)
17) Be able to determine the reading level of a science textbook. (Excellence)
18) Be able to evaluate textbooks and software for bias, and educational value. (Equity), (Excellence)
19) Be able to use technology effectively and appropriately in a science lesson. (Excellence)
20) Be familiar with important teaching techniques in your area of science. (Excellence)
NSTA Standards for Science Teacher Preparation
Standard 1: Content
To show that they are prepared in content, teachers of science must demonstrate that they:
- Understand and can successfully convey to students the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association.
- Understand and can successfully convey to students the unifying concepts of science delineated by the National Science Education Standards.
- Understand and can successfully convey to students important personal and technological applications of science in their fields of licensure.
- Understand research and can successfully design, conduct, report and evaluate investigations in science.
- Understand and can successfully use mathematics to process and report data, and solve problems, in their field(s) of licensure.
- Multiple ways we organize our perceptions of the world and how systems organize the studies and knowledge of science.
- Nature of scientific evidence and the use of models for explanation.
- Measurement as a way of knowing and organizing observations of constancy and change.
- Evolution of natural systems and factors that result in evolution or equilibrium.
- Interrelationships of form, function, and behaviors in living and nonliving systems.
Teachers of science engage students effectively in studies of the history, philosophy, and practice of science. They enable students to distinguish science from nonscience, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science. To show they are prepared to teach the nature of science, teachers of science must demonstrate that they:
- Understand the historical and cultural development of science and the evolution of knowledge in their discipline.
- Understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world.
- Engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science.
Teachers of science engage students both in studies of various methods of scientific inquiry and in active learning through scientific inquiry. They encourage students, individually and collaboratively, to observe, ask questions, design inquiries, and collect and interpret data in order to develop concepts and relationships from empirical experiences. To show that they are prepared to teach through inquiry, teachers of science must demonstrate that they:
- Understand the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific knowledge.
- Engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner.
Teachers of science recognize that informed citizens must be prepared to make decisions and take action on contemporary science- and technology-related issues of interest to the general society. They require students to conduct inquiries into the factual basis of such issues and to assess possible actions and outcomes based upon their goals and values. To show that they are prepared to engage students in studies of issues related to science, teachers of science must demonstrate that they:
- Understand socially important issues related to science and technology in their field of licensure, as well as processes used to analyze and make decisions on such issues.
- Engage students successfully in the analysis of problems, including considerations of risks, costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of the students.
Teachers of science create a community of diverse learners who construct meaning from their science experiences and possess a disposition for further exploration and learning. They use, and can justify, a variety of classroom arrangements, groupings, actions, strategies, and methodologies. To show that they are prepared to create a community of diverse learners, teachers of science must demonstrate that they:
- Vary their teaching actions, strategies, and methods to promote the development of multiple student skills and levels of understanding.
- Successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds.
- Successfully organize and engage students in collaborative learning using different student group learning strategies.
- Successfully use technological tools, including but not limited to computer technology, to access resources, collect and process data, and facilitate the learning of science.
- Understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students.
- Create and maintain a psychologically and socially safe and supportive learning environment.
Teachers of science plan and implement an active, coherent, and effective curriculum that is consistent with the goals and recommendations of the National Science Education Standards. They begin with the end in mind and effectively incorporate contemporary practices and resources into their planning and teaching. To show that they are prepared to plan and implement an effective science curriculum, teachers of science must demonstrate that they:
- Understand the curricular recommendations of the National Science Education Standards, and can identify, access, and/or create resources and activities for science education that are consistent with the standards.
- Plan and implement internally consistent units of study that address the diverse goals of the National Science Education Standards and the needs and abilities of students.
Teachers of science relate their discipline to their local and regional communities, involving stakeholders and using the individual, institutional, and natural resources of the community in their teaching. They actively engage students in science-related studies or activities related to locally important issues. To show that they are prepared to relate science to the community, teachers of science must demonstrate that they:
- Identify ways to relate science to the community, involve stakeholders, and use community resources to promote the learning of science.
- Involve students successfully in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community.
Teachers of science construct and use effective assessment strategies to determine the backgrounds and achievements of learners and facilitate their intellectual, social, and personal development. They assess students fairly and equitably, and require that students engage in ongoing self-assessment. To show that they are prepared to use assessment effectively, teachers of science must demonstrate that they:
- Use multiple assessment tools and strategies to achieve important goals for instruction that are aligned with methods of instruction and the needs of students.
- Use the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process.
- Use the results of assessments as vehicles for students to analyze their own learning, engaging students in reflective self-analysis of their own work.
Teachers of science organize safe and effective learning environments that promote the success of students and the welfare of all living things. They require and promote knowledge and respect for safety, and oversee the welfare of all living things used in the classroom or found in the field. To show that they are prepared, teachers of science must demonstrate that they:
- Understand the legal and ethical responsibilities of science teachers for the welfare of their students, the proper treatment of animals, and the maintenance and disposal of materials.
- Know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction.
- Know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students.
- Treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use.
Teachers of science strive continuously to grow and change, personally and professionally, to meet the diverse needs of their students, school, community, and profession. They have a desire and disposition for growth and betterment. To show their disposition for growth, teachers of science must demonstrate that they:
- Engage actively and continuously in opportunities for professional learning and leadership that reach beyond minimum job requirements.
- Reflect constantly upon their teaching and identify ways and means through which they may grow professionally.
- Use information from students, supervisors, colleagues and others to improve their teaching and facilitate their professional growth.
- Interact effectively with colleagues, parents, and students; mentor new colleagues; and foster positive relationships with the community.
1. Textbook (required):
- You are NOT required to purchase a textbook for this
course
- Each student will read and review a science education book
from a list
provided
by the instructor. The books on this
list are all in the Queens College library.
- All science education students should join the National Science Teachers Association (NSTA). Queens College students can join the Queens College NSTA Student Chapter and receive a free one year digital membership in NSTA (Send email to qcnsta@googlegroups.com or visit the following link https://groups.google.com/d/forum/qcnsta for more information) or a discounted student membership can be purchased. The NSTA website http://nsta.org has many useful science education publications that are available to members. The Queens College library has subscriptions to all of the NSTA journals, and it also has an extensive collection of science education books from the NSTA Press that can be helpful in preparing and teaching science lessons.
- Behold
the Ostrich - Stories of Science Teaching.
(2014). Brian Murfin
- Teaching Secondary School Science : Strategies for Developing Scientific Literacy (9th Edition) by Leslie W. Trowbridge , Rodger W. Bybee , Janet Carlson-Powell
- Invitations to Science Inquiry by Tik Liem
- Last Child in the Woods Saving our Children from Nature-Deficit Disorder (2005). by Richard Louv.
- A Sourcebook for the Biological Sciences (Teaching
Science)
by Evelyn Morholt , Paul F. Brandwein - Inquiring and Problem-Solving in the Physical Sciences: A Sourcebook by Vincent N. Lunetta
D. WEEKLY TENTATIVE SCHEDULE
We
will visit the American Museum of Natural History on May 3rd
from 10 am to Noon to view the following special exhibit:
The
Power of Poison
or
Pterosaurs:
Flight in the Age of Dinosaurs
Week 1 – 1/29/2014 - Overview of course, goals, requirements, field experience and field experience journal
- Science news
- WIRELESS BRAIN IMPLANT AIMS TO GIVE PARALYZED POWER OVER THEIR LIMBS
- THE HUMBLE TOOTHBRUSH GETS AN INTERNET MAKEOVER
- AMID A DEBATE THAT’S HOT AS EVER, GENERAL MILLS SAYS NO GMOS IN ITS COLD CHEERIOS
- MIT’S TANGIBLE MEDIA GROUP GIVES DIGITAL BITS PHYSICAL FORM
- From Galileo to Sagan, Famous Scientists on the Art of Wonder, the Mystery of the Universe, and the Heart of Science
- The Dangers of Sizzurp: What Parents Should Know
- Open Source EMG Biosensor Coming to a Muscle Near You
- FlexVolt
- Using
bacteria to make electricity
- Education news
- Useful resources:
Week 2 – 2/5/2014 – Gender, Ethnicity, Racism and Science Teaching and Learning/The Nature of ScienceActivities:
Useful web sites:
- Safety reminder:
- 8 Violations for School in Wake of Lab Fire
- Lab Incident at a Manhattan High School: Another Hard Safety Lesson to Learn
- Egg in a bottle (Liem p. 30)
- Please click here and fill out the form giving a scientifically accurate explanation of the egg in the bottle demonstration.
- Visit the course web site using the Mozilla Firefox web browser
- Press Ctrl T to open up a new tab, visit the CUNY portal at www.cuny.edu, login, access our course in BlackBoard. If your CAMS account is not working, you may need to activate it by visiting the following site: https://cams.qc.cuny.edu/
- Post your introduction on the discussion board in BlackBoard
- Sign up for gmail, access google docs. Email your gmail and qc addresses to qcscied@gmail.com and I will then create a class mailing list and google group.
- Request to join our Google group http://groups.google.com/group/seys562-spring2014 using your gmail address.
Play the famous scientist game
- Intro to Teaching and Learning - Science Education
- Read Philosophy of course
- Watch video overview of the course
- Watch video on how to submit assignments
- edTPA overview
- edTPA prompts
- Go over assignments and course requirements
- video of assignment #1
- Discuss fieldwork requirements
- New York City Schools Calendar
- Schools in Queens and Long Island are preferred for fieldwork (private schools need the approval of the Director of the Secondary Science Education Program). When you choose your school, try and find a school where you might want to student teach.
- Print Fieldwork form, ( tear-off signed portion and return to instructor), observation logs (to be returned to instructor at end of semester)
- Join the QC NSTA Student Chapter (Send email to qcnsta@googlegroups.com or visit the following link https://groups.google.com/d/forum/qcnsta for more information)
- Review list of science education books and pick a book to read and review
- Small group discussion of:
- What is the best way to teach science?
- After discussion, compare these three demo lessons
- Small group discussion: What is inquiry?
- After discussion, view and skim the following:
- Here's your big chance! - Small group activity
- Sign up for a free learner.org account.
- View the Introduction of "Teaching High School Science"
Assigned readings:
- Useful information on the NYS Regents exams and standards
- New York City Board of Education - NYCENET
- New York State Teacher Certification Program web site
- Check out NSTA!
- Guided tour to Science Education Starting Points on the Web
- BSCS
- What to expect your first year teaching
- Annenberg New Teachers' Lab
- Read the National Academies of Science release and report: America's Lab Report: Investigations in High School Science (2005)
http://books.nap.edu/catalog.php?record_id=11311#toc
Science news:
Discussion:
Activities:
- What is the ugliest animal? Nominations please.
- Activities and discussion related to gender, ethnicity, and racism and how they affect science teaching and learning.
- Diversity, multiculturalism and science teaching and learning
Useful websites:
- "Are Women Stronger Than Men?" (Liem, 1992, p. 326)
- Women in Science - Gender and the Science Classroom Quiz (discuss in small groups) f
- List as many female scientists as you can along with their contributions.,
- Racism in science activity
- Define racism.
- Describe several examples of racism in science, preferably in your science content area?
- Is racism a problem in science education? Why or why not?
- Describe some techniques to promote anti-racist science.
- Multicultural science
- Define multicultural science.
- How can culture be integrated into your science content area?
- List as many scientists as you can from different cultures, along with their contributions.
- Disabilities and science
- List the different disabilities that students might have.
- Describe how you could adapt hands-on inquiry science activities in your area of science for different disabilities.
Gender and Science
Disabilities and Science Teaching and LearningDiversity, Multicultural Science
- NSTA Position Statement on "Gender Equity in Science Education"
- Gender equity in science education
- Teaching for Gender Difference
- Gender and Science education links
- The Science of Gender and Science - Pinker vs. Spelke
- Association for Women in Science
- Gender
- Summers on Women in Science
- NSTA position statement on Multicultural Science
- Ethnicity - Racism and science teaching - Multicultural Science Education , - Faces of African-Americans in the Sciences
- Defining equity
- Collaboration in the Science Classroom To Tackle Racism and Sexism
- Racism and the Public's Perception of Evolution
- The Evolution of Racism: An Interview with Pat Shipman
- Multiculturalism and Antiracist education
- NSTA Position Statement - Students with Disabilities
- PL94-142
Nature of ScienceAssigned reading and viewing:
- NSTA Position Statement on the "Nature of Science"
- View "Thinking like Scientists" from "Teaching High School Science"
Week 3 – 2/12/2014 – NO CLASS
Week 4 – 2/19/2014 – Planning of science lessons and units Introduction to Planning - Units of Instruction and Library visit
The Science Education Megalist - http://tinyurl.com/sciedmegalist
Science news:
- Review: Science Content standards: elementary generalist, elementary/middle, all secondary, secondary biology, secondary chemistry, secondary earth/space, secondary physics
- Review: Science Teacher Preparation Standards
- Review: (NY State standards in pdf format)
- Review: National Science Education Standards
- Bloom's
Taxonomy
- Bloom's
digital taxonomy
- How to prepare a lesson plan
- the edTPA lesson plan format
- Designing a Unit Plan
- Other tools for planning lessons: uBd, The 5E learning cycle model
- Differentiated instruction in Science
- Cooperative learning activity: The Thingamajig
- Save Fred!
- Overview of lesson planning (View these screencasts outside of class)
- Meet with your group to plan for Assignment #2 (Minilesson). Your group should post a lesson plan using the the edTPA lesson plan format for your minilesson on the Discussion Board in BlackBoard by 2/25/2014. Your group will teach your mini-lesson on 2/26/2014.
- Access the course wiki on BlackBoard and enter the names of your group next to the time you wish to teach. To access the wiki, click on "Communication" and scroll down and click on "Campus Pack Wiki Tool". Click on the "edit" link in the upper corner and then add your names. When you finish click the "save" button in the lower right corner.
- Leave for Library visit at 5:30pm
- Exploring the "Invisible Web" - Visit to the QC library (We will leave by 5:45 pm) to locate useful science education books and journals. Everyone should check out a science education book and a science book from the Juvenile Pre-K-12 science section. You might also want to check out a science textbook, or a science reference book in your field of science.
- Library visit schedule:
- We will walk over together to the library from Kiely 115. Please note: Take all your belongings as we won't be returning today.
- We will enter at the Main Floor (3rd floor). You will need to have a picture ID to enter (preferably your Queens College ID). After entering we will meet Professor Suzanne Li, who is also an education librarian. We will proceed to Room 223 where you will be able to leave your bags, etc. Our first stop will be to look at some Science Education Reference Materials (located in the aisle between Q1 and QA36) . Examples of reference books are handbooks of research on science education, National Science Education Standards, science education statistics, etc. (You can look at these in the library but you cannot check them out.)
- Next we will go up to the 5th floor where you can find circulating science education books and Peterson Field Guides. You can pick out a science education book here.
- On the 4th floor just beyond the juvenile (Pre-K-12) collection, we will look at science textbooks and teacher editions, and assorted science books. The books in the Juvenile section are arranged by topic.
- Finally we will go down to the first floor to see the educational curriculum center in Room 109B. Most of the materials here are older or for elementary education. You will notice many metal filing cabinets. These contain microfiche of ERIC documents. You probably can find most of these documents online but it is here, just in case.
- After visiting the center, you can browse the science education journals that are located online and also at the following locations on the first floor
- American Biology Teacher - (Periodicals QH1 .A275)Periodicals QH1 .A275
- Journal of Chemical Education - (Periodicals QD1 .J93)
- Journal of Research in Science Teaching - (Periodicals Q181 A1 J6)
- Physics Education - (Periodicals QC30 .P46)
- Physics Teacher - (Periodicals QC30 P48)
- Please note: there are many other science education journals available online but today I want you to see some of the paper copies.
- Remember, do not hesitate to ask the reference librarians for help if you can't find something.
- Safety
and
liability
- Lesson planning ,
the
edTPA lesson plan format, Bloom's
taxonomy ,
- Motivation
- What
is motivation?
- How Can We Motivate High School Students to Study Science?
- Science Motivation in the Multicultural Classroom
- AMPing Up Our Teaching to Increase Intrinsic Student Motivation
- http://www.slideshare.net/pepchemist/popular-science-to-motivate-students
- Motivating Underachieving Students in Math and Science
- Promoting science and motivating students in the 21st century
- Urban
Students’ Motivation, Collaboration, and Thoughtfulness
During Science Inquiry
- Animals in the classroom , Laboratory science , Safety and School Science Instruction ,
- Materials Safety Data Sheets
- A good outdoor activity "Height Sites"
Week 5 – 2/26/2014 – Assignment #2 - Minilesson 1 - Group microteaching (2 to 4 students teach a ten minute lesson to the class),
- Minilesson 1 - Group microteaching
- Discuss the Gender
and the Science Classroom Quiz
- In small groups, brainstorm ideas for linking science topics in your area of science with different cultures
- View "Investigating Crickets " from "Teaching High School Science"
Assignment 2 due - Minilesson 1 - Group microteaching
Week 6 – 3/5/2014 - Complete Assignment #2 - Minilesson 1 - Group microteaching (2 to 4 students teach a ten minute lesson to the class)
Science news:
- Watch Live as an Asteroid Slices Between the Earth and Moon
- Scientists
dig up giant virus more than 30,000 years old in Siberia
Today's activities:
Week 7 – 3/12/2014 – How do students learn science?
Start thinking about ideas for "Science and Spring"
Discussion of Learning theories and science teaching and learning (Please view the screencasts and read the accompanying notes outside of class)In-class activities:
Activity 1: Problem-Based LearningActivity 2 - Battery and bulb - Hands-on science inquiry activity to be completed in small groups (write up a lesson plan for the activity using the lesson plan template) (Liem, p. 253)
- An example of Problem-Based Learning: An Interesting exercise - "Hot headed moles in Antarctica" - followup
Activity 3 - Conservation of volume demonstration
Activity 4 - How would you teach students how to use a microscope?
Activity 5: Discrepant events, misconceptions, inquiry
The Magic Cup (more info) (Liem, p. 11) The Incredible Can Crusher (Liem, p. 16)
egg in a bottle (Liem p. 30)
Activity 6 - Construct a concept map
(Pick a topic in the curriculum in your area of certification and draw a concept map. Exchange concept maps with your colleagues and compare.)
There are many online tools that can be used to make concept maps. General purpose tools like sumopaint and flockdraw can be used. More tools that might be useful are listed below.
- Sign up for C-Tools
- http://www.mind42.com/
- Mind mapping tools
- http://www.bubbl.us/
- http://www.text2mindmap.com/
- http://www.exploratree.org.uk/
- http://www.shambles.net/pages/school/mindmaps/
- http://www.gliffy.com/
- http://www.flowchart.com/
Activity 7 - Login to Science Moodle and complete the learning theory activitySet up your Science Moodle account:
Visit the following link:
http://tinyurl.com/qcmoodlespring2014
If this is your first time to visit Science Moodle, click on the "Create new account" button on the lower right side of the screen. Follow the instructions to set up your account and then select our course and enroll using the following enrollment key "science" (without the quotes, all lower case).
After you have created your account you can login and complete the learning theory activity.
Moodle is a free, open source, Learning Management System that we will use for some online activities. We will be using Science Moodle and it is located here:
(Please complete activities 8 through 11 outside of class. We will discuss them next week.)
Activity 8 - Learning Modalities instrumentUseful Websites:
Activity 9 - Student learning strengths inventory
Activity 10 - Watch The Learning Classroom: Theory Into Practice
Activity 11 - View the Private Universe video and The Private Universe Project in Science
Learning theories (Ausubel , Bruner , Piaget , Gagne , Vygotsky , Bandura ) Guildford, Concept mapping , advance organizers Wait time , questioning techniques
Assigned reading and viewing:
- View "Exploring Mars " from "Teaching High School Science"
Week 8 – 3/19/2014 – Traditional and Alternative Assessment in Science
1) Science news, reminders, questions and answers
Next Generation: 5 Ways Science Classes Will Change
http://www.livescience.com/40283-ngss-science-standards-change-education.html
- Introduction to assessment
- Constructing
a test
- Validity and reliability
- Item analysis
- Bias
- Assignment #8 overview
4) Skim the following:
- NSTA's position paper on assessment
- How
to write better tests: A handbook for improving test
construction skills
- How
to create tests for my students.
- Characteristics of standardized tests - validity and reliability
- item analysis
- Objective tests, design of traditional paper and pencil tests
- Item analysis
- Item response theory
- Testbias
- K-12 testing fact sheets
Useful websites:
- Living environment exam prep center
- Assessment and evaluation ,
- Assessing Student Performance in Science.
- What does research say about assessment?
- Preparing High School Students for Standardized Tests
- Helping Children Master the Tricks and Avoid the Traps of Standardized Tests
- Characteristics of standardized tests - validity and reliability
- item analysis
- ERIC Digest on Item Analysis
- Data-Driven Equity in Urban Schools. ERIC Digest.
- Constructing multiple choice questions
- test item writing
- Item analysis with SPSS
- Item Response Theory Tutorial
Assigned reading/viewing:
Assessment in Math and Science: What's the point?
Read Chapter 9 Assessment of Student Learning
Come up with an idea for an alternative assessment for your topic and post it on the discussion board in BlackBoard. Make sure to include scoring guidelines or a rubric.
Here is an excellent link on with some creative ideas for assessment in science: http://sydney.edu.au/science/uniserve_science/school/support/strategy.html
Sample Presentation rubric - http://www.ncsu.edu/midlink/rub.pres.html
Sample PowerPoint Rubric:
Visit the "Creating Portfolios with Web 2.0 Tools" web site
Browse through the various tools available.
After looking at sample electronic portfolios, create an account and start a portolio by adding the assignments you have completed so far in this course. I strongly recommend that you use Google sites, http://sites.google.com to develop your ePortfolio.
alternative assessment, e.g. developing porfolios
electronic portfolios
Creating meaningful performance assessment
Week 9 – 3/26/2014 – Safety in the Science lab, ethical and legal issues in science education, care of organisms
Activities:
Discuss Science news- Vote for your favorite space suit
- Living Materials - Bacteria That Conduct Electricity And Emit Light
- Stephen
Hawking’s black hole paradox may have been solved
Discuss alternative assessment
Cooperative learning activity: The Thingamajig
View and discuss the following safety video
What not to do in the lab ...
Activity 1 - Share science safety stories. Post on the Discussion Board in BlackBoard.
- Discuss the great
rubber stopper dilemma - a
- List general safety hazards
- List possible hazards in a Physics lab
- List possible hazards in a Chemistry lab
- List possible hazards in a Biology lab
- List possible hazards in an Earth Science lab
- For each of the above lists, describe how you would prevent accidents
- View the Flinn Safety video for teachers
- Take
the whole Flinn safety course here
(PLEASE NOTE: MSDS IS BEING CHANGED TO SDS , A SAFETY DATA SHEET, TO CONFORM WITH INTERNATIONAL STANDARDS.)
- Chemical safety/
- Click on the link to request
a Flinn catalog
- List three chemicals you might use in your science area of certification.
- Look up the MSDS
sheet for each chemical and answer the following questions
on the Discussion board:
- What precautions are needed to use this chemical?
- How would you clean up a spill?
- Any other important information.
Begin working on the Assignment 5a during class
Activity 5 - Ethical and legal obligations of science teachers - Read the following:
- NSTA
Position Statement: Liability of Science Educators for
Laboratory Safety
- Safety
and School Science Instruction
Activity 7 - (Small group activity) Imagine that you have been asked by the Chair of the Science department to design and implement a school science safety plan. Describe your strategy and give some examples of what you would include in such a plan.
- Hints
- Check out the NSTA Portal - Safety in the Science Classroom, and
- NYC DOE Science Safety Manual Grades K-12
- NYC DOE Science Safety Manual Grades K-12 (You should read this entire manual before beginning student teaching. If you have questions, ask.)
- Chemistry teachers read the NYC DOE Chemical Hygiene Plan
- Other
useful safety information from the NYC DOE
- Dissection
Safety
- Case Studies , Ethics case
School chemistry laboratory safety guide
Lab safety institute
- NSTA Position
statements:
Assigned reading and viewing:
- View "The Physics of Optics" from "Teaching High School Science"
Reminder: We will attend the SCONYC conference Saturday 3/29/2014.
- Post your responses to the tasks below in the "All in class activities should be posted here (not required assignments): Forum on the discussion area in Blackboard. You will see separate Week 10 threads for the tasks :
Begin work on the Assignment 10 (Contextual Content Mini-Portfolio)
- Unifying or cross cutting concepts - (info from the NGSS)
- Definition?
- Provide examples
- Ways of knowing (Nature of science from the NGSS)
- How is science different from technology, engineering, mathematics, medicine, art and religion?
- What is pseudoscience? What are some examples?
- Methods of inquiry (Science and engineering practices from the NGSS)
- Read the following:
- What is inquiry?
- What are scientific practices?
- Give examples from the different science disciplines
- List at least three science, technology society issues related to your own content area.
Describe possible activities you could do related to these issues.
We will do these in class as we have time.
- This week in science
- Reminders
- Microteaching starts next week
Today's activities
- Finish safety activities and ethical treatment of animals
activity from last week
- In small groups we will do an
activity related to the Nature of Science and Science
inquiry
Go over technology and science teaching, Minilesson 2 - Individual Microteaching begins
Science news:
1) Safety review: Here is an MSDS sheet for a chemical that can be very dangerous.
Describe the precautions you would take when using it.
2) Spring science
- List ideas for activities that relate Spring to science. Post these on the discussion board in Blackboard.
3) Browse the following wikis. Pick one tool from
each and describe how you might use it to teach science in
your content area.
4) Discussion of technology and science education
Assignment #4 due
Assignment #5a due
Assignment 6 due: Lesson plan for Individual Minilesson 2 due (for those teaching tonight)
Assignment 8 due
Week 13 –
4/23/2014 -
Minilesson 2 - individual microteaching
Science news:
- Earth Day from Space: Satellite Snaps Far-Out Photo (Image)
- DIY Space Week
- The Ways Food Tricks Our Brains
- Open-Source Seeds Fight Corporate Crop Control
- My Beautiful Earth photos
- POLL:
BIG BANG A BIG QUESTION FOR MOST AMERICANS
Education news:
- SUBSTITUTE
RESOLUTION ON EDTPA
Submitted Jointly by PSC and UUP -
Stand Up for Future Teachers and Students
If you believe teacher training should be in the hands of education faculty, not for-profit testing corporations like Pearson, and that teacher certification should be more than mere test prep, please send this letter to your representatives in Albany. - Perceptions of student ability, testing pressures hinder some science teachers
- Researchers
find mentor programs often harm, more than help first-year
science teachers
Assignment 10 due
Week 14 – 4/30/2014 - Finish Minilesson 2 - individual microteaching
May 3rd: Museum visit - Saturday 10am to Noon or Sunday from 10am to Noon
We will meet at 10am at the main entrance, (79th St. at Central Park West) and then view the Power of Poison exhibit.
Please make sure to do the following:
- Look at the resources for educators for the exhibit you will visit
- Please post your responses on the in-class activities
thread on the discussion board in Blackboard.
- What pre-visit preparations would you need to make?
- Think about a pre-visit activity you could do related to your science content area.
- What learning activities could you have your students do during the visit?
- What learning activities could you have your students do after the visit?
- List three ideas for how you could use the exhibit in your own science content area.
- List at least three interesting things you learned from the exhibit.
- Any advice for other science teachers on how to use this
exhibit in science lessons.
- Behold the mighty mite, the fastest animal on Earth
- Scientists Develop Method To Classify Insects With Up To 99 Percent Accuracy
- SCIO’S HANDHELD SCANNER AIMS TO DETECT FOOD INGREDIENTS AND IDENTIFY PILLS
- YOU
CAN HEAR THE TASTE OF SPICES BY TOUCHING THIS POSTER
- New York State Regents approve 'Safety Net' option
- http://www.poughkeepsiejournal.com/story/news/education/2014/04/29/regents-approve-safety-net-teaching-hopefuls/8491485/
- http://www.oms.nysed.gov/press/edtpa-statement.html
- http://www.regents.nysed.gov/meetings/2014/April2014/413hea4Revision2.pdf
- Five-Minute Safety Inspection
- Safety for
new teachers
- Test Prep Endures in New York Schools, Despite Calls to Ease It
Technology news:
- Homeland Security: Don't use IE due to bug
- A Gossip App Brought My High School to a Halt
- DATA
SCIENTIST HACKS MONITORING DEVICE, PUTS HEARTBEAT ONLINE
Week 15 – 5/7/2014 – Use of Technology in Science Teaching and Learning (Class is ONLINE this week. We will not meet face to face on campus this week. Please complete the tasks below at your own time and convenience.)
- Click here to complete a short technology survey
- Science news!
- Education news:
- How computers work -
simplified
- NSTA Position Statement:
- Teaching Science and Technology in the Context of Societal and Personal Issues
- The Smartboard - an example of a potentially powerful technology tool - Demonstration of Smartboard use in Science Teaching and learning
- What are the different ways that technology can be used in
science teaching?
- Discuss the use and misuse of technology in science
teaching and learning.
- List good and bad examples of technology use in science teaching.
- For each of the tools listed below (you can use webopedia.com to learn more about each tool), describe how you might use each one in your science teaching:
- image editing software, example
- sound editing software, example
- presentation software, example
- a webquest, example
- drawing software, example
- a blog, create a blog, example
- tumblr, http://www.tumblr.com
- a wiki, create a wiki, example
- a website, create a
website, example
- twitter, start a twitter account, example
- video, example
- podcasts, example
- simulations, example
- multimedia development, scratch, squeak
- micro-computer based labs, example
- Google apps such as Google docs, groups, etc.
- Open source software, example
- Web 2.0 apps, example
- iPhone or Android apps
- learning management system, example
- web conferencing, example
- a computational knowledge engine, example
- virtual worlds, example
- List creative ways of using a Smartboard to teach topics in your area of science
Activity 4 - Sign up for a free account at merlot.org
Activity 5 - Complete "Today's technology tasks
Activity 6 - Discussion of how to teach science online.
- What tools are needed?
- What skills does the teacher need?
- What skills and knowledge do the students need?
- How do online science courses compare to face to face courses?
- What are the differences between online science course,
face to face science courses, blended/hybrid science
courses, and web-enhanced courses?
Links to explore:
- merlot.org (sign up for a free account)
- Fromnowon.org
Finish Minilesson 2 - Microteaching
Science news:
-
Classroom management during science lessons/Reading in
science
Activities to be completed online. Please post your responses on the discussion board in Blackboard.:
- List the behavior problems you have observed during ICE and your fieldwork. For each problem answer the following:
- Describe the problem
- What did the teacher do?
- What was the reaction of the student/s?
- Would you have done something different? Why or
why not?
- Read the following on classroom management for science teachers
- Classroom management 101
- The really big list of classroom management resources
- Classroom management from the teachers guide
- Behavior and discipline links
- Best practice and classroom management
- Classroom management tips from Education World
- assess the reading level of a science textbook
- group review of a textbook
- Readability tests,
- Reading and science
- Fog and Fry tests,
- online Cloze test exercises and
- Maze tests
Professional
organizations and journals, Science
Education Organizations on the Internet
Science fairs
Activities:
- Assignment 7 due: Unit plan with assessment
- Fieldwork Assignment due - submission of fieldwork
journal, 3 observation reports and related journal entries,
and fieldwork sign in sheet
Controversial issues in science education-
Activities to be completed online. Please post your responses on the discussion board in Blackboard.:
Small group activity: List and discuss some important controversies in both science and science education. How would you handle these topics in the classroom?
A great video on the topic of Creationism, Intelligent Design, and Evolution is called "Flock of Dodos".
Big Bang activities (free graph paper! Printable paper rulers)
http://www.ofcn.org/cyber.serv/academy/ace/sci/cecsci/cecsci020.htmlEvolution related activities
Useful websites:
- Evidence
supporting evolution
- Evolution and its role in scientific research (PowerPoint presentation)
- Exploratorium - Evidence
- Science controversies on-line
- Controversies
in
Science
Come ask the questions that are on your mind! - National Center for Science Education
- Evolution and Creationism, " Talking about Evolution "
Science News:
1) Classroom management during science lessons/Reading in science
-
Please post your responses on the discussion
board in Blackboard.:
- List the behavior problems you have observed during ICE and your fieldwork. For each problem answer the following:
- Describe the problem
- What did the teacher do?
- What was the reaction of the student/s?
- Would you have done something different? Why or
why not?
- Read the following on classroom management for science teachers
- Classroom management 101
- The really big list of classroom management resources
- Classroom management from the teachers guide
- Behavior and discipline links
- Classroom management tips from Education World
2) Ways to make science fun
- On the discussion board in Blackboard, please list all the ways you can think of to make science fun for secondary school students. Provides links to specific examples of good resources and ideas.
- assess the reading level of a science textbook
- group review of a textbook
- Readability tests,
- Reading and science
- Fog and Fry tests,
- online Cloze test exercises and
- Maze tests