Queens
College/CUNY
Education Unit
Fall 2010
SYLLABUS
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 2 |
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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:
Thursday 2:00 pm to 4:00 pm
And by appointment
Please send me email to brian.murfin@qc.cuny.edu to arrange an online appointment using either:
- ScienceMOO, or
- DimDim
Phone: (631) 223-8311
Email: brian.murfin@qc.cuny.edu
-----------------------------------------------------------------------------------------
Tony Mangiacapre
Office: Powdermaker Hall, Room 135CC
Office Hours: Thursday 7pm to 8pm
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A. COURSE DESCRIPTION
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:
- 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, 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 PreparationStandard 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.
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.
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:
- 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.
C. REQUIRED PURCHASES: TEXTBOOK(S) AND SUPPLIES
1. Textbook (required):
- You are not required to purchase a textbook for this course. Instead, you will be provided with a link to an online science methods textbook. 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.
- It is a good idea to have a Flash drive that you can bring to class to save documents and other files. I suggest that you make a folder entitled SEYS 362 on your drive, then make sub-folders for various items such as assignments, lesson plans, videos, articles, books, etc. You should make regular backups of this folder by copying them onto a DVD or another hard drive.
- 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 (recommended). (These should be available in the library and you can order used copies online also.):
- Teaching Secondary School Science : Strategies for Developing Scientific Literacy (8th 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 (Classes combined, Kiely 115)Activities:Week 2 – 9/2/2010 – Gender, Ethnicity, Racism and Science Teaching and Learning/The Nature of Science (Classes combined, Kiely 115)
- 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.
- Request to join our Google group http://groups.google.com/group/seys-362-fall-2010 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
- 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:
- 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:
- 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.- 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- Read one of the following papers on the "Nature of Science" and post brief comments on the discussion board in BlackBoard.
Discussion:Week 3 – 9/9/2010 – NO CLASSActivities:
- 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
- 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
Diversity, 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
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"
Week 4 – 9/16/2010 – Planning of science lessons and units (Combined Kiely 115)
Introduction to Planning - Units of Instruction
- 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: New York State Science Standards (standards in pdf format)
- Review: National Science Education Standards
- Bloom's Taxonomy, verbs for writing science objectives
- Bloom's
digital
taxonomy
- How to prepare a lesson plan
- Suggested lesson plan format for science lessons
- Designing a Unit Plan
- Other tools for planning lessons: uBd, The 5E learning cycle model
- 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 Powdermaker Hall, Room 135C 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 ,
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)
Activities:
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? (362, Kiely 115, Mangiacapre), (562, Murfin, Kissena 110)
Learning Theories, Philosophy of Science, Nature of Science
Activities:
- An example of Problem-Based Learning: An Interesting exercise - "Hot headed moles in Antarctica" - followup
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
- Discussion of Learning theories and science teaching and learning (1 hour)
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:
- 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:
- 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, (362, Kiely 115, Murfin), (562, Mangiacapre, Kissena 110)
Activities:
- Discuss Science news
- Nobel Winners
- 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.
- 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
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)
QC NSTA Student chapter meeting (6pm to
6:30pm Kiely 115
Links
to
explore:
Teaching Science and Technology in the Context of Societal and Personal
Issues
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 Merlot.org 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.
- Intense
Mechanoluminescence and Gas Phase Reactions from the
Sonication of an Organic Slurry - Sweet Spark May Hold Clue to How Things Break
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
10 – 10/28/2010 – NO CLASS
- Field trip to the American Museum
of Natural History on 12/4 to view The Brain: The
Inside Story
-
Week
11 – 11/4/2010 – Traditional and Alternative
Assessment in Science (Combined,
Online)
Tonight's class will
take place in ScienceMOO and BigBlueButton 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. Login to ScienceMOO (Please
use Firefox or Chrome). If you need your ScienceMOO account
information, email me at brian.murfin@qc.cuny.edu. 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. 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.
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.
- 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:
Read Chapter 9
Assessment of Student Learning
-
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.
- 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.
Useful websites:
- alternative assessment, e.g. developing porfolios
- electronic portfolios
- Creating meaningful performance assessment
- Introduction
to
scoring
rubrics
-
Other Reading:
Science inquiry , ERIC Digest on Inquiry, Discrepant events, more info on discrepant events, Problem solving and critical thinking, Teaching Thinking Skills , Problem-Based Learning ,
Date for field trip: Saturday 12/4 from 10am to Noon.
Assignment 4 due - Exemplary Science Web Resources - "A Bit of Merlot"
-
Week
12 – 11/11/2010 - Minilesson 2 - Individual Microteaching
(Group A, Kiely 115, Murfin), (Group B, Mangiacapre, Kissena 110)
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
Discuss Controversial Issues in Science and Science Education
Activities:
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)
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
"
NSTA
Student
Club
meeting
6:30pm to 7pm
Classroom management during science lessons / Reading in Science
(Combined Kiely 115)
Activity:
Activity:Useful websites:
- 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
- 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:
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 scienceheroes.com 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 http://funscience.wikispaces.com. Please also post the links on the Discussion Board in BlackBoard.E. ASSIGNMENTS, DUE DATES, AND GRADING PLAN
- 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 docs.google.com and share it with qcscied@gmail.com
- 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 qcscied@gmail.com
- Keep
a paper
copy for your records.
- Science Education Journals
- Science Education books in the QC library
- Information on microteaching
- Information on lesson planning
- Science lesson plan format
Procedure for submitting assignments:
1) All assignments that include text:
F. FIELDWORK REQUIREMENTS -
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 -
Scoring
Guidelines -
Each report
can receive a maximum score of 10 points for a total of 30 points.
G.
CUNY POLICY ON ACADEMIC INTEGRITY
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:
http://qcpages.qc.cuny.edu/provost/policies/index.html
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: mdetres@yahoo.com
or to mirian.detreshicky@qc.cuny.edu
I.
USE OF
STUDENT WORK
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.
J.
ADDITIONAL INFORMATION
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.
K. RECENT BIBLIOGRAPHY
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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: http://www.flinnsci.com/Sections/Safety/safety.asp