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FALL 2010 - SEYS 362

SEYS 362 Home

Queens College/CUNY
Education Unit
Fall 2010


SEYS 362 

Section:  E4R3

Methods of Teaching Science in Middle School and High School

 Thursday 4:30 pm to 7:00 pm

 Kiely Hall Room 115 and Kissena Hall Room 110

Please complete the course evaluation before the last week

Week 1 Week
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


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

Office Hours: 

Wednesday 3:00 pm to 4:00 pm
Thursday 2:00 pm to 4:00 pm
And by appointment

Please send me email to to arrange an online appointment using either:

Phone:  (631) 223-8311



Tony Mangiacapre

Office:  Powdermaker Hall, Room 135CC

Office Hours: Thursday 7pm to 8pm



SEYS 362.  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:

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.


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, ELL 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:

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:

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.
Standards 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.
Standards 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.


     1.  Textbook (required): 

     2.  Textbook (recommended).  (These should be available in the library and you can order used copies online also.): 

     3.  Supplies and/or tools: None


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

Useful web sites:

Assigned readings:

  1. Read Chapter 1 of "Behold the Ostrich"  The link is in the Course documents folder in BlackBoard.  
    You can use the comment form to submit feedback.
  2. Read the National Academies of Science release and report: America's Lab Report: Investigations in High School Science (2005)
  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 (Classes combined, Kiely 115)
  • Activities and discussion related to gender, ethnicity, and racism and how they affect science teaching and learning.
  • Diversity, multiculturalism and science teaching and learning
  • "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 5:45 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.  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
    • Remember, do not hesitate to ask the reference librarians for help if you can't find something.

Useful websites:

Gender and Science

Diversity, Multicultural Science

Disabilities and Science Teaching and Learning

Nature of Science

Assigned reading and viewing:

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. Bloom'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: 

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:

Assignment 1 due - Assignment #1 - Review of a science education article from an NSTA journal

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, Kiely 115, Murfin), (Group B, Kissena 110, Mangiacapre)


Minilesson 1 - Group microteaching

Assigned reading and viewing:

Assignment 2 due - Minilesson 1 - Group microteaching

Week 6 – 9/30/2010 –  How do students learn science? (362, Kiely 115, Mangiacapre), (562, Murfin, Kissena 110)

Learning Theories, Philosophy of Science, Nature of Science


Activity 1: Problem-Based Learning
Activity 2:  Discrepant events, misconceptions, inquiry
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)
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.
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:

Useful Websites:

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

Assigned reading and viewing:

Week 7 – 10/7/2010 – Safety in the Science lab, ethical and legal issues in science education, (362, Kiely 115, Murfin), (562, Mangiacapre, Kissena 110)
Useful Links:

Assigned reading and viewing:

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

QC NSTA Student chapter meeting (6pm to 6:30pm Kiely 115

  • Activity 4 - Sign up for a free account at
  • 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 knowedge 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:

Week 9 – 10/21/2010 –  Assignment 3 - Reviews of Science Kits - Please post your review on the discussion board on BlackBoard. (Group B, Kiely 115, Mangiacapre), (Group A, Murfin, Kissena 110)

Today's big question:  Guess what is happening on October 23rd, from 6:02am to 6:02pm?

Activity 1 - Present science kit reviews - 10 to 15 minutes per kit
Activity 2 - Finish microteaching - 10 minutes
Activity 3 - Group A - Walk over to Kiely 115.  Try out your ScienceMOO account (You will be given your usernames and passwords in class).  You should also try out our BigBlueButton web conferencing tool.  Practice for our online lesson on 11/4/2010
Activity 4 - Finish educational technology activities (Make sure to sign up for a account)
Activity 5 -
Complete the learning theory activity and start working on the science safety quiz
Activity 6 - ICE - Post feedback, questions and answers, observations on the threads on the Discussion Board in BlackBoard.  This is very important as it will help us to improve your experience and those of future students.
Activity 7 - Brainstorm ideas for Halloween science activities and post on the discussion board in BlackBoard.  Check out the Halloween Science link for more information.

How NOT to learn how to use technology

Field trip site:  American Museum of Natural History

Tentative date for field trip:  Saturday 12/4  from 10am to Noon.  (Combined)

We will meet at the main entrance,  (79th St. at Central Park West) and then view the following exhibits:

One of the permanent exhibitions and the Brain: The Inside Story.

Assignment #3 due - Science Kit Review

    Week 11 – 11/4/2010 – Traditional and Alternative Assessment in Science (Combined, Online)

Tonight's class will take place in ScienceMOO and BigBlueButton

Introduction to tonight's online lesson:  

Make sure to read through the instructions on how to use ScienceMOOand BigBlueButton BEFORE class.  Also test the computer and web browser you will be using BEFORE our online class. 
BigBlueButton tips:  Try to make sure that your computer can play sound, that way you will be able to hear me speaking.  You can use the speakers in your computer or plugin earphones or headphones.  If you have a microphone you will be able to ask questions and talk in BigBlueButton.

If you need to do a google search or visit another website, you can press CTRL T to open another tab.
  1. Login to ScienceMOO (Please use Firefox or Chrome).  If you need your ScienceMOO account information, email me at  If you cannot login with your account, you can login as a guest without a password.  Go to classroom 4.  Take a look at the seating plan.  Once you find your table use the command, sit table1, sit table2, sit table3, sit table4, depending on your group's table.  Remember, you should have the "Normal" radio button selected to enter commands like sit, stand, etc.  When you want to chat, select the "say" radio button.  When you want to chat with everyone in the room, either use the stand or speakup commands.  

  2. Please also login to our class in BigBlueButton (password is student123).  Leave your ScienceMOO session open in its own tab, just in case there is a problem with BigBlueButton.  

      • If you have not already done so, open up a new tab in your web browser.  One easy way to do this is to press the Ctrl T keys.  The reason we are opening a new tab is so that you can stay logged in to ScienceMOO and BigBlueButton at the same time.  To move back and forth you can just click on the tab you want.  
      • Visit the BigBlueButton link for our class.  Type your name in the white box next to "Full Name".
      • Select SEYS 362/562 from the "Course" menu.
      • Type in the password, student123 and click the "Join" button.

  3. Science news, reminders, questions and answers
  4. Skim the following:

  5. The instructor will give a short introduction to tonight's topic using the MOO web projector and BigBlueButton.  If you are logged into BigBlueButton and have speakers, earphones or headphones you will hear the instructor speaking.
  6. The instructions for Part 1 of tonight's online assessment activity can be found here.  If you have questions or problems, please email me at or you can page wizard or brian in ScienceMOO during our class.
  7. Complete Part 1 - Traditional Assessment in Science

Assigned reading/viewing:

Assessment in Math and Science: What's the point?

Read Chapter 9 Assessment of Student Learning

PART 2 - Alternative Assessment (You probably will not have time to finish this in class, so please complete it outside of class by next week and post your results on the Discussion Board in BlackBoard).
    Activity 1: construct a sample alternative assessment
  • Pick a topic  from the Regents Science curriculum in the area you will be teaching.  You could use the same topic that you used last week when constructing a traditional objective test.  Make sure that you pick a topic that you might be teaching next semester.  You could also include this assessment in your unit plan if it is related to your unit plan topic.  
  • 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.  
  • Activity 2:  Evaluate possible tools to create electronic portfolios and create an online portfolio for this class
  • 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,  to develop your ePortfolio. 

  • Useful websites:
    Week 12 – 11/11/2010 - Minilesson 2 - Individual Microteaching
     (Group A, Kiely 115, Murfin), (Group B, Mangiacapre, Kissena 110)
Assignment 6 due:  Lesson plan for Individual Minilesson 2 due

    Week 13 – 11/18/2010 - Minilesson 2 - Individual Microteaching continued

     (Combined All in Kiely 115)

    6:40pm to 7:10pm - QC NSTA Student Chapter Meeting in Kiely 115

      Assignment 6 due:  Lesson plan for Individual Minilesson 2 due

    Week 14 – 11/25/2010 

    Week 15 – 12/2/2010 –
Complete Individual Microteaching and Discuss Controversial Issues in Science and Science Education
(Group B, Kiely 115, Mangiacapre), (Group A, Murfin, Kissena 110)
Please note:  We will visit the American Museum of Natural History on Saturday 12/4 from 10am to Noon to see the exhibit The Brain:  The Inside Story

Discuss Controversial Issues in Science and Science Education


Small group activity: List and discuss some important controversies in both science and science education. How would you handle these topics in the classroom?

View the Flock of Dodos video

Big Bang activities (free graph paper! Printable paper rulers)

Evolution related activities

Useful websites:

    Week 16 - 12/9/2010 -

NSTA Student Club meeting 6:30pm to 7pm

Please complete the following survey:  Search Engines and Science Teaching

Classroom management during science lessons / Reading in Science
(Combined Kiely 115)

  • 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
Useful websites:
  • assess the reading level of a science textbook
  • group review of a textbook
Useful Links:

Professional organizations and journals, Science Education Organizations on the Internet
Science fairs


The Bottom Line (Big questions about science education)

Answer questions, review, work on projects

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

NSTA Student Club meeting 6:30pm to 7pm

    Week 17 – 12/16/2010 – FINAL EXAMINATIONS (Combined)

We will meet in the computer lab from 4pm to 6pm.  Attendance is mandatory.

If you did not do this last week, please complete the following survey:  Search Engines and Science Teaching

Please complete the course evaluation before the last week

Check out and register as a teacher.

Finish discussion of controversial issues and classroom management.

Science and fun.  Students will divide into groups and locate and develop resources for science teachers on the following topics:

Each group should post their results on  Please also post the links on the Discussion Board in BlackBoard.


     Procedure for submitting assignments:

     1)  All assignments that include text:

    • Post a copy on the Discussion Board in BlackBoard
    • Submit an electronic version (a Word document) using the Assignments link in BlackBoard.  I will show how to do this in class.
    • Upload your document to and share it with

    Assignment Description Instructions How to Submit Scoring Guidelines Due
    Possible Points
    Assignment 1 – Review of a science education article from an NSTA journal Assignment 
    1 instructions
    How to submit
    Assignment 1
    Scoring guidelines
    9/16/2010 10
    Assignment 2 –  Minilesson 1 - Group Microteaching, lesson plan Assignment 
    2 instructions
    How to submit
    Assignment 2
    Scoring guidelines
    9/23/2010 30
    Assignment 3 - Science Kit Review Assignment 9  instructions How to submit Assignment 9
    Scoring guidelines
    10/21/2010 10
    Assignment 4 –  Exemplary science web resources - "A bit of Merlot" Assignment 
    4 instructions
    How to submit Assignment
    Scoring guidelines
    11/4/2010 10
    Assignment 5 –  Safety Exam Assignment 
    3 instructions
    How to submit Assignment
    Scoring guidelines
    12/2/2010 20

    Assignment 6 – Minilesson 2 - Individual Microteaching, lesson plan

    Assignment 6  instructions How to submit

    Assignment 6
    Scoring guidelines
    Assignment 7 - Unit Plan including assessment Assignment 8  instructions How to submit Assignment 8
    Scoring guidelines
    12/9/2010 100
    Fieldwork Fieldwork  instructions How to submit Fieldwork
    Scoring guidelines
    12/9/2010 30
    Participation – Active participation in all class activities.  Participation
    Not applicable
    Entire semester 10


    Instructions for Fieldwork

    Locate a school in Queens or Long Island, preferably near Queens College.  You might want to find a school for your fieldwork that you could also use for student teaching.  Print Fieldwork form, h(ave tear-off signed and return to instructor),observation logs (to be returned to instructor at end of semester)

    You must observe 25 hours of classroom science teaching at the middle and high school levels.   You should submit three observation reports and reflective journal entries on the characteristics of the lessons you observe or teach, including a critique on how the science content, nature of science and unifying principles are presented

    Due Date - 12/11/2010

    Possible Points - 30

    How to Submit - 

    • Always make sure that your name, the date, the assignment number and course number are at the top of the page on your assignment.  
    • Upload your Word document or equivalent in the Digital Dropbox in BlackBoard.
    • Copy and paste your observation report and related journal entries into a google document.  Share the document with
    • Keep a paper copy for your records.  

    Scoring Guidelines -  Each report can receive a maximum score of 10 points for a total of 30 points.

    Academic Dishonesty is prohibited in The City University of New York and is punishable by penalties, including failing grades, suspension, and expulsion as provided at: 

     H. ADA Statement
    Students with disabilities needing academic accommodation should:  (1) register with and provide documentation to the Special Services Office, Kiely 171; (2) bring a letter to the
    instructor indicating the need for accommodation and what type.  This should be done
    during the first week of class.  For more information about services available to Queens students contact:  Dr. Mirian Detres-Hickey, Special Services Office; 171 Kiely Hall; 718 997-5870 (8:00 a.m. to 5:00 p.m.).  E-mail address: or to

    All teacher education programs in New York State undergo periodic reviews by accreditation agencies and the state education department.  For these purposes, samples of students’ work  are made available to those professionals conducting the review.  Student anonymity is 
    assured under these circumstances.  If you do not wish to have your work made available for these purposes, please let the professor know before the start of the second class.  Your cooperation is greatly appreciated.

    Safety rules, if any, might go here or under a separate heading. If course work is inherently dangerous, safety instructions and tests are required before any equipment may be used.  Safety rules should be listed in the syllabus or in an attachment to it.


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    Students are required to request permission from the instructor if they with to perform experiments or activities that involve potentially dangerous chemicals, materials, electricity, or other procedures. An MSDS sheet should be available for any chemical used in an activity.  A good source of science safety information is the Flinn Scientific web site located at the following web address: