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SEYS 562 Home

Queens College/CUNY
Education Unit
Fall 2010

 SYLLABUS

SEYS 562 

Section:  E4R3

Methods of Teaching Science in Middle School and High School

 Thursday 4:30 pm to 7:00 pm

Kissena Hall Room 110 and  Kiely Hall Room 115

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

Click here for the Science Methods ROOM SCHEDULE

 INSTRUCTOR INFORMATION: 

Brian Murfin, Ph.D.,
Office:  Powdermaker Hall Room 135C,

Office Hours: 

Phone:  (631) 223-8311

Email:  brian.murfin@qc.cuny.edu

Tony Mangiacapre

Office:  Powdermaker Hall, Room 135CC

Office Hours: Thursday 7pm to 8pm

A.     COURSE DESCRIPTION

SEYS 562.  Methods of Teaching Science in Middle School and High School. 3 hr.; 20 hr. of field experience; 3 cr. Prereq. or coreq.: SEYS 350. 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)

This course is aligned with the Education Unit’s commitment to preparing educational professionals to work in diverse urban and suburban communities. Specifically, the knowledge, skills, and dispositions that candidates will development/demonstrate at the successful completion of this course are directly linked to the Education Unit’s seven principles: 1) discipline specific competencies, 2) learning and development, 3) families and urban communities, 4) diversity, inclusion, democracy and social justice, 5) language and literacy, 6) curriculum, instruction, and assessment, and 7) technology.

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.

Secondary teachers are generally prepared with more depth in the content of a given field than are teachers of younger students.  The major divisions of the natural sciences are biology, chemistry, the Earth and space sciences, and physics.  All teachers licensed in a given discipline should know, understand, and teach with the breadth of understanding reflected in the core competencies for that discipline.  Specialists in a discipline should also have achieved the advanced competencies for that discipline.  All secondary teachers should also be prepared to lead students to understand the unifying concepts of science including:

• 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.

Standard 2: Nature of Science

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:

1. Understand the historical and cultural development of science and the evolution of knowledge in their discipline.
2. Understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world.
3. 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.

Standard 3:  Inquiry

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:

1. Understand the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific knowledge.
2. 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.

Standard 4: Issues

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:

1. 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.
2. 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.

Standard 5: General Skills of Teaching

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:

1. Vary their teaching actions, strategies, and methods to promote the development of multiple student skills and levels of understanding.
2. Successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds.
3. Successfully organize and engage students in collaborative learning using different student group learning strategies.
4. Successfully use technological tools, including but not limited to computer technology, to access resources, collect and process data, and facilitate the learning of science.
5. Understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students.
6. Create and maintain a psychologically and socially safe and supportive learning environment. 

Standard 6: Curriculum

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:

1. 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.
2. 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.

Standard 7:  Science in the Community

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:

1. Identify ways to relate science to the community, involve stakeholders, and use community resources to promote the learning of science.
2. 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.

Standard 8:  Assessment

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:

1. Use multiple assessment tools and strategies to achieve important goals for instruction that are aligned with methods of instruction and the needs of students.
2. Use the results of multiple assessments to guide and modify instruction, the classroom environment, or the assessment process.
3. Use the results of assessments as vehicles for students to analyze their own learning, engaging students in reflective self-analysis of their own work. 

Standard 9:  Safety and Welfare

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:

1. 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.
2. Know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction.
3. Know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students.
4. 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.

Standard 10:  Professional Growth

 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:

1. Engage actively and continuously in opportunities for professional learning and leadership that reach beyond minimum job requirements.
2. Reflect constantly upon their teaching and identify ways and means through which they may grow professionally.
3. Use information from students, supervisors, colleagues and others to improve their teaching and facilitate their professional growth.
4. Interact effectively with colleagues, parents, and students; mentor new colleagues; and foster positive relationships with the community.

C. REQUIRED PURCHASES: TEXTBOOK(S) AND SUPPLIES

     1.  Textbook (required): 

• You are required to purchase a textbook for this course, Teaching Secondary School Science : Strategies for Developing Scientific Literacy (9th Edition) by Leslie W. Trowbridge , Rodger W. Bybee , Janet Carlson-Powell.  You can buy a used copy but try to get the latest edition you can.  
• In addition, 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.  
• Visit the web sites below and download the listed documents:
• Inquiry and the National Science Education Standards:  A Guide for Teaching and Learning
• http://www.emsc.nysed.gov/ciai/mst.html
• Download the New York State Standards for Mat, Science and Technology
• Download Resource Guides for the Core Curriculum for Intermediate Science, Living Environment, Earth Science, Chemistry and Physics
• National Science Education Standards
• http://www.nsta.org/publications/nses.aspx
• http://www.emsc.nysed.gov/deputy/nclb/nclb_provisions
• NYC High school performance standards
• NYC Middle school performance standards

     2.  Textbook (required): 

• 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

     3.  Supplies and/or tools: None

D.  WEEKLY TENTATIVE SCHEDULE

Week 1 – 8/26/2010 -  Overview of course, goals, requirements, field experience and field experience journal (Combined, Kiely 115)

Activities:

• Visit the course web site using the 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/
• Complete Pre-Course survey for Pre-Service Science Teachers
• 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.
• You can request a google group account at http://groups.google.com/group/seys-562-fall2010 using your gmail address.
• Complete student information form
• Famous scientist game
• Views on science teaching survey 
• Read Philosophy of course
• Go over assignments and course requirements
• 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 NSTA 
• discuss formation of an NSTA  Student Chapter
  
• If interested in helping form the Queens College NSTA Student Chapter please contact the instructor
• Go over student teaching packet.  
  
• Review list of science education books and pick a book to read and review 

• What is the best way to teach science?  - Compare two demo lessons
• 1
• 2
• 3
  
• Introduction to the learning cycle
• What is inquiry?  Frequently Asked Questions about inquiry
  
• Here's your big chance! - Small group activity!
• Sign up for a free learner.org account.
• View the Introduction of "Teaching High School Science"
• Introduction to the Smartboard
  

Useful web sites:

• Science Teaching Objectives Checklist
• Biology Teaching Checklist
• Science teaching standards

• 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

Assigned readings:

1. Read Unit 1 of (Bybee, Powell, Trowbridge)  The link is in the Course documents folder in BlackBoard.  
   
2. 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
3. Read one of the following papers on the "Nature of Science" and post brief comments on the discussion board in BlackBoard.

Week 2 – 9/2/2010 – Gender, Ethnicity, Racism and Science Teaching and Learning/The Nature of Science (Combined, Kiely 115)

Discussion:

• Activities and discussion related to gender, ethnicity, and racism and how they affect science teaching and learning.
• Diversity, multiculturalism and science teaching and learning

Activities:

• "Are Women Stronger Than Men?"  (Liem, 1992, p. 326)
• Women in Science - Gender and the Science Classroom Quiz (discuss in small groups) f
• Visit to the QC library (We will leave by 5:30pm) 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.  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.

Useful websites:

Gender and 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
  

Diversity, Multicultural 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
  

Disabilities and Science Teaching and Learning

• NSTA Position Statement - Students with Disabilities
  
• PL94-142

Nature of Science

• NSTA Position Statement on the "Nature of Science"

Assigned reading and viewing:

• View "Thinking like Scientists" from "Teaching High School Science"
• Read Chapter 19 - Individual Differences in Science Classrooms, Chapter 20 - Teaching Science for Differences:  Gender and Cultural

Week 3 – 9/9/2010 –  NO CLASS 

Week 4 – 9/16/2010 – Planning of science lessons and units (Combined, Kiely 115)
Introduction to Planning - Units of Instruction

1. Review: Science Content standards: elementary generalist, elementary/middle, all secondary, secondary biology, secondary chemistry, secondary earth/space, secondary physics
2. Review: Science Teacher Preparation Standards
3. Review: New York State Science Standards (standards in pdf format)
4. Review: National Science Education Standards
5. Bloom's Taxonomy, verbs for writing science objectives,
   
6. Blooms's Digital Taxonomy
   
7. How to prepare a lesson plan
8. Suggested lesson plan format for science lessons
9. Designing a Unit Plan
10. Other tools for planning lessons:  uBd, The 5E learning cycle model
11. Differentiated instruction in Science

Class Activities: 

• Today's activity: The Mystery Object ! More info on the "Mystery Object "
• Cooperative learning activity:  The Thingamajig
• Form groups of 2 to 4 people for Assignment #2 (Minilesson).  Each group should pick a topic and possible activities.  Post the names of your group, your topic, and possible activities on the Discussion Board in BlackBoard.  Your group should post a lesson plan using the lesson plan format for your minilesson on the Discussion Board in BlackBoard by 9/15/2010
• Form groups for the Science Kit Review.  One person in each group should post the names of the group members and the kit chosen on the discussion board in BlackBoard.  You can sign out the kit from my office before or after class.  

Useful websites:

Safety and liability - Lesson planning , Suggested lesson plan format , The "Aweseome Library" of science lesson plans , Bloom's taxonomy , motivation

Animals in the classroom , Laboratory science , Safety and School Science Instruction ,

Materials Safety Data Sheets

A good outdoor activity "Height Sites"

Assigned reading and viewing:

• View "Chemical Reactions" from "Teaching High School Science"
• Read Chapter 13 - Models for Effective Teaching, Chapter 14 - Planning for Effective Science Teaching
• Introduction to cooperative learning
  
• Cooperative learning in Science
  
• Cooperative Learning in the Lab
• Cooperative grouping
• Differentiated instruction in Science

Assignment 1 due - Assignment #1 - Review of a science education research article

Week 5 – 9/23/2010 – Assignment #2 - Minilesson 1 - Group microteaching (2 to 4 students teach a ten minute lesson to the class), (Group A, Murfin, Kiely 115), (Group B, Mangiacapre, Kissena 110)

Activities:

Minilesson 1 - Group microteaching

Assigned reading and viewing:

• View "Investigating Crickets " from "Teaching High School Science"

Assignment 2 due - Minilesson 1 - Group microteaching

Week 6 – 9/30/2010 –  How do students learn science?

(SEYS 362, Mangiacapre, Kiely 115) (SEYS 562, Murfin, Kissena 110)

Learning Theories, Philosophy of Science, Nature of Science

Activities:

Activity 1: Problem-Based Learning

• An example of Problem-Based Learning:  An Interesting exercise - "Hot headed moles in Antarctica" - followup

Activity 2:  Discrepant events, misconceptions, inquiry

• The Magic Cup (more info)
  
• The Incredible Can Crusher

• egg in a bottle

Activity 3 - 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)

• Discussion of Learning theories and science teaching and learning (1 hour)

Activity 4 - Login to Science Moodle and complete the learning theory activity

Activity 5 - 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.nodeville.com/
• 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 6 - Try the Learning Modalities questionnaire and

Activity 7 - Student learning strengths inventory

Activity 8 - Watch The Learning Classroom: Theory Into Practice

Activity 9 - View the Private Universe video and The Private Universe Project in Science

If there is time, begin the following:

• View the Private Universe video and The Private Universe Project in Science
• Philosophy of Science activity and discussion  Discuss philosophy of science survey questions and discuss in small groups.
• Introducting Inquiry and the Nature of Science activity

Useful Websites:

 Listing of learning theories (Ausubel , Bruner , Piaget , Gagne , Vygotsky , Bandura ) guildford,  Concept mapping , advance organizers Wait time , questioning techniques

Assigned reading and viewing:

• Read Chapter 4 - Teaching Science as Inquiry
• Read Chapter 17 - Questioning and Discussion
• View "Exploring Mars " from "Teaching High School Science"

Week 7 – 10/7/2010 – Safety in the Science lab, ethical and legal issues in science education (SEYS 362, Kiely 115, Murfin), (SEYS 562, Mangiacapre)

Activities:  

• Discuss Science news
• Nobel Winners
• Physiology or Medicine
• Physics
• Chemistry
  
• Nobel Prizes 2010
• Educational games from the Nobel Prize web site
• Activity 1 - Share science safety stories.  Post on the Discussion Board in BlackBoard.
• Activity 2 - View Flinn Safety video - Brief discussion of safety
• List general safety hazards
• List possible hazards and 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
  
• Activity 3 - Introduction to Materials Safety Data Sheets (MSDS) sheets
  
• 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.
  
• Activity 4 - (Individual activity) Logon to Science Moodle and start the Science Safety Exam (You can continue this from home later)
  
• Activity 5 - Ethical and legal obligations of science teachers - Read the following:
  
• NSTA Position Statement: Liability of Science Educators for Laboratory Safety
  
• Standard 9 - Safety and Welfare
• Safety and School Science Instruction
  
• Activity 6 - (Small group activity) Safety and care of animals - Pick an organism that you might use in a Living Environment class.  Describe any safety precautions, and how you would care for the animal in a humane way.  
• 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  NSTA Portal - Safety in the Science Classroom, and
  
• NYC DOE Science Safety Manual Grades K-12

Useful Links:

• 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

• Safety and liability
• School chemistry laboratory safety guide
  
• Lab safety institute
  

• Animals in the classroom , Laboratory science , Safety and School Science Instruction ,

Assigned reading and viewing:

• Read Chapter 16 - The Laboratory and Demonstrations
• View "The Physics of Optics" from "Teaching High School Science"

Week 8 – 10/14/2010 –  Use of Technology in Science Teaching and Learning  (Combined, Kiely 115) 

• Finish microteaching (10 minutes)
• 
  
• 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
• Activity 1 - Please answer the following questions on the discussion board:
  
• Take the educational technology poll
  
• 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
• multimedia development, scratch, squeak
  
• 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
  
• 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
  

• Activity 2
  
• List creative ways of using a Smartboard to teach topics in your area of science
• Activity 3 - Read the following NSTA position statements:
  
• The Use of Computers in Science Education`
• The Role of E-Learning in Science Education