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Week 17

 INSTRUCTOR INFORMATION: 
Brian Murfin, Ph.D.,
Office:  Powdermaker Hall Room 135C,
Office Hours:  Phone:  (631) 223-8311
Email:  brian.murfin@qc.cuny.edu

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 536, 700 and 552. Open only to students in science teacher education programs. Focuses on the development of students’ pedagogical content knowledge in their specific science subject areas. Secondary school science curriculum, along with research-based learning, instructional and assessment strategies, will be examined.

Education Unit Conceptual Framework:
This course is being offered by the Secondary Education department which is part of the Education Unit at Queens College. The Education Unit seeks to promote equity, excellence, and ethics in urban education and is committed to preparing teachers and other education professionals who will:

•  Build inclusive communities that nurture and challenge all learners (Equity)
• Demonstrate professionalism, scholarship, efficacy, and evidence-based and reflective practice (Excellence)
• Diversity, democracy, and social justice (Ethics)

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 NOT required to purchase a textbook for this course
  
• Each student will read and review a science education book from a list provided by the instructor.  The books on this list are all in the Queens College library. 
  
• All science education students should join the National Science Teachers Association (NSTA).  Queens College students can join the Queens College NSTA Student Chapter and receive a free one year digital membership in NSTA (Send email to  qcnsta@googlegroups.com or visit the following link https://groups.google.com/d/forum/qcnsta for more information) or a discounted student membership can be purchased.  The NSTA website http://nsta.org has many useful science education publications that are available to members.  The Queens College library has subscriptions to all of the NSTA journals, and it also has an extensive collection of science education books from the NSTA Press that can be helpful in preparing and teaching science lessons. 

     2.  Textbook (recommended) (Copies of these should all be in the QC library): 

• 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
Please note:  We will visit the American Museum of Natural History on a Saturday/Sunday (dates to determined) from 10am to Noon to see the Creatures of Light exhibit. 

Week 1 – 8/30/2012 -  Meet with ICE Supervisors, Overview of course, goals, requirements, field experience and field experience journal

Activities:

• Visit the course web site using the Mozilla Firefox web browser
• Press Ctrl T to open up a new tab, visit the CUNY portal at www.cuny.edu, login, access our course in BlackBoard.  If your CAMS account is not working, you may need to activate it by visiting the following site:  https://cams.qc.cuny.edu/
• Post your introduction on the discussion board in BlackBoard
  
• Sign up for gmail, access google docs.  Email your gmail and qc addresses to qcscied@gmail.com and I will then create a class mailing list and google group.
• Request to join our Google group http://groups.google.com/group/seys562-fall2012 using your gmail address.

• Complete student information form

Play the famous scientist game

• Overview of ICE
• Meet with your ICE supervisors

• Summer Science news!
• NASA
• Mars Science Laboratory
  
• discovery of the Higgs bosun
• What is the Higgs bosun?
• Higgs boson detected at London Paralympics
• Rollin in the Higgs

• Read Philosophy of course
• Watch video overview of the course
• Watch video on how to submit assignments
  
• Go over assignments and course requirements
• video of assignment #1
  
• Discuss fieldwork requirements
• New York City Schools Calendar
• Schools in Queens and Long Island are preferred for fieldwork (private schools need the approval of the Director of the Secondary Science Education Program).  When you choose your school, try and find a school where you might want to student teach.  
• Print Fieldwork form, ( tear-off signed portion and return to instructor), observation logs (to be returned to instructor at end of semester)
  
• Join the QC NSTA Student Chapter (Send email to  qcnsta@googlegroups.com or visit the following link https://groups.google.com/d/forum/qcnsta for more information)
  
• Go over student teaching packet.  (Please note:  this is from 2010 and there may be changes)
  
• Review list of science education books and pick a book to read and review 
• Small group discussion of:
  
• What is the best way to teach science?  
• After discussion, compare these three demo lessons
  
• 1
• 2
• slide presentation of flowers
  
• 3
  
• Small group discussion:  What is inquiry?
  
• After discussion, view and skim the following:
  
• 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"

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 Chapter 1 of "Behold the Ostrich"  The link is in the Course documents folder in BlackBoard.  (Don't worry, you can do this during week 2 if you have a problem accessing BlackBoard during week 1)
   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) 
   http://books.nap.edu/catalog.php?record_id=11311#toc

Week 2 – 9/6/2012 – Gender, Ethnicity, Racism and Science Teaching and Learning/The Nature of Science - Exploring the "Invisible Web"

Discussion:

• Science news
• ENCODE
• NASA announces asteroidnaming
  
• To review contest rules and guidelines, visit:http://planetary.org/name
• To see a video explanation about the contest, visit:
  http://www.nasa.gov/topics/solarsystem/features/name-asteroid.html
• For information about the OSIRIS-REx mission, visit:
  http://osiris-rex.lpl.arizona.edu
• Read more here:
  http://www.sacbee.com/2012/09/04/4785082/nasa-announces-asteroid-naming.html#storylink=cpy
• 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

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"

Week 3 – 9/13/2012 –  Planning of science lessons and units
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: (NY State 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
12. Differentiated instruction for science

Class Activities: 

• Cooperative learning activity:  The Thingamajig
• Overview of lesson planning (View these screencasts outside of class)
• Why write lesson plans?
• How to plan - part 1
• How to plan - part 2
• How to plan - part 3
• How to plan - part 4
• Lesson plan format - part 1
• Lesson plan format - part 2
  
• Meet with your group to plan for Assignment #2 (Minilesson).  Your group should post a lesson plan using the lesson plan format for your minilesson on the Discussion Board in BlackBoard by 9/19/2012.  Your group will teach your mini-lesson on 9/20/2012.
• Access the course wiki on BlackBoard and enter the names of your group next to the time you wish to teach.  To access the wiki, click on "Communication" and scroll down and click on "Campus Pack Wiki Tool".  Click on the "edit" link in the upper corner and then add your names.  When you finish click the "save" button in the lower right corner.   
  
• Exploring the "Invisible Web" - Visit to the QC library (We will leave by 5:45 pm) to locate useful science education books and journals.  Everyone should check out a science education book and a science book from the Juvenile Pre-K-12 science section.   You might also want to check out a science textbook, or a science reference book in your field of science.   
• Library visit schedule:
• We will walk over together to the library from Kiely 115.  Please note:  Take all your belongings as we won't be returning today.
• We will enter at the Main Floor (3rd floor).  You will need to have a picture ID to enter (preferably your Queens College ID).  After entering we will meet Professor Suzanne Li, who is also an education librarian.  We will proceed to Room 223 where you will be able to leave your bags, etc.  Our first stop will be to look at some Science Education Reference Materials (located in the aisle between Q1 and QA36) .  Examples of reference books are  handbooks of research on science education,  National Science Education Standards, science education statistics, etc.  (You can look at these in the library but you cannot check them out.)
• Next we will go up to the 5th floor where you can find circulating science education books and Peterson Field Guides.  You can pick out a science education book here.  
• On the 4th floor just beyond the juvenile (Pre-K-12) collection, we will look at science textbooks and teacher editions, and assorted science books.  The books in the Juvenile section are arranged by topic.
• Finally we will go down to the first floor to see the educational curriculum center  in Room 109B.  Most of the materials here are older or for elementary education.  You will notice many metal filing cabinets.  These contain microfiche of ERIC documents.  You probably can find most of these documents online but it is here, just in case.
• After visiting the center, you can browse the science education journals that are located online and also  at the following locations  on the first floor
• American Biology Teacher - (Periodicals QH1 .A275)Periodicals QH1 .A275
• Journal of Chemical Education - (Periodicals QD1 .J93)
• Journal of Research in Science Teaching - (Periodicals Q181 A1 J6)
• Physics Education - (Periodicals QC30 .P46)
• Physics Teacher - (Periodicals QC30 P48)
• Please note:  there are many other science education journals available online but today I want you to see some of the paper copies.
• Remember, do not hesitate to ask the reference librarians for help if you can't find something.

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"
• Introduction to cooperative learning
  
• Cooperative learning in Science
  
• Cooperative Learning in the Lab
• Cooperative grouping
• Differentiated instruction in Science

Week 4 – 9/20/2012 –  Assignment #2 - Minilesson 1 - Group microteaching (2 to 4 students teach a ten minute lesson to the class)
Activities:
Today's activities:

• Minilesson 1 - Group microteaching
• Discuss the Gender and the Science Classroom Quiz
  
• In small groups, brainstorm ideas for linking science topics in your area of science with different cultures

Assigned reading and viewing:

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

Assignment 1 due - Assignment #1 - Review of a science education research article from the Journal of Research in Science Teaching

Assignment 2 due - Minilesson 1 - Group microteaching

Week 5 – 9/27/2012 – Complete Assignment #2 - Minilesson 1 - Group microteaching (2 to 4 students teach a ten minute lesson to the class)

Today's activities:

• Minilesson 1 - Group microteaching
• Google maps and the ocean
  

Week 6 – 10/4/2012 - How do students learn science?

Science news:

• new dinosaur Pegomastax africanus, or “thick jaw from Africa.” 
• a nice pet
  
• new IBM microscope
• What is the purpose of zebra stripes?
• Mission to the mantle
• Twin black holes
• Barry Commoner
  
• Nobel prizes

Start thinking about ideas for "Science and Fall," "Halloween Science," and "Thanksgiving Science"

Learning Theories, Philosophy of Science, Nature of Science

Discussion of Learning theories and science teaching and learning (Please view the screencasts and read the accompanying notes outside of class)

In-class activities:

Activity 1: Problem-Based Learning

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

Activity 2 - Battery and bulb - Hands-on science inquiry activity to be completed in small groups (write up a lesson plan for the activity using the lesson plan template) (Liem, p. 253)

Activity 3 -  Conservation of volume demonstration

Activity 4 - How would you teach students how to use a microscope?

Activity 5:  Discrepant events, misconceptions, inquiry
The Magic Cup (more info) (Liem, p. 11)

• After you try the demonstration, please click here and complete the form giving your scientific explanation for what happened with the magic cup.
  

The Incredible Can Crusher (Liem, p. 16)
egg in a bottle (Liem p. 30)

• Please click here and fill out the form giving a scientifically accurate explanation of the egg in the bottle demonstration.

Activity 6 - Construct a concept map
(Pick a topic in the curriculum in your area of certification and draw a concept map.  Exchange concept maps with your colleagues and compare.)  

There are many online tools that can be used to make concept maps.  General purpose tools like sumopaint and flockdraw can be used.  More tools that might be useful are listed below.

• Sign up for C-Tools
• http://www.mind42.com/
• Mind mapping tools
• http://www.bubbl.us/
• http://www.text2mindmap.com/
• http://www.exploratree.org.uk/
• http://www.shambles.net/pages/school/mindmaps/
• http://www.gliffy.com/
• http://www.flowchart.com/

Give out Science Moodle accounts

• Moodle is a free, open source, Learning Management System that we will use for some online activities.  We will be using Science Moodle and it is located here:  http://tinyurl.com/qcmoodle

Activity 7 - Login to Science Moodle and complete the learning theory activity

(Please complete activities 8 through 11 outside of class.  We will discuss them next week.)

Activity 8 - Try the Learning Modalities questionnaire and
Activity 9 - Student learning strengths inventory
Activity 10 - Watch The Learning Classroom: Theory Into Practice
Activity 11 - View the Private Universe video and The Private Universe Project in Science

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 – 10/11/2012 – Traditional and Alternative Assessment in Science

1) Science news, reminders, questions and answers

• Do NOT eat slugs, worms or roaches
• RAW SLUGS: DON'T EAT THEM!
  
• Cloning and Stem Cell Discoveries Earn Nobel in Medicine
• http://www.nytimes.com/2012/10/09/health/research/cloning-and-stem-cell-discoveries-earn-nobel-prize-in-medicine.html?google_editors_picks=true&_r=0
  
• http://www.nobelprize.org/nobel_prizes/medicine/laureates/2012/advanced-medicineprize2012.pdf
  
• http://www.nobelprize.org/
• SpaceX cargo ship takes off on commercial flight to station
• French and U.S. Scientists Win Nobel Physics Prize
• Particle control in a quantum world
  
• http://www.nobelprize.org/nobel_prizes/physics/
• http://www.nobelprize.org/nobel_prizes/physics/laureates/2012/
• http://www.nytimes.com/2012/10/10/science/french-and-us-scientists-win-nobel-physics-prize.html?_r=0
• The Nobel Prize in Chemistry 2012 Robert J. Lefkowitz, Brian K. Kobilka
• http://www.nobelprize.org/nobel_prizes/chemistry/laureates/2012/press.html
• http://www.nobelprize.org/nobel_prizes/chemistry/laureates/2012/popular-chemistryprize2012.pdf
• http://www.nobelprize.org/nobel_prizes/chemistry/laureates/2012/advanced-chemistryprize2012.pdf
• DNA decay rate makes 'Jurassic Park' impossible
• Researchers discover mice have complex singing skills

2) View the screencasts

• Introduction to assessment
• Constructing a test
  
• Validity and reliability
• Item analysis
• Bias
• Assignment #8 overview
  

3) View the slide presentation

4) Skim the following:

• NSTA's position paper on assessment
• How to write better tests:  A handbook for improving test construction skills
  
• How to create tests for my students.
  
• Characteristics of standardized tests - validity and reliability
• item analysis
• Objective tests, design of traditional paper and pencil tests
• Item analysis
• Item response theory
• Testbias
• K-12 testing fact sheets

5) Complete Traditional Assessment in Science activities - Click here for Instructions for Tonight's Activity on Assessment in Science

Useful websites:

• Living environment exam prep center
• Assessment and evaluation ,
• Assessing Student Performance in Science.
• What does research say about assessment?
• Preparing High School Students for Standardized Tests
• Helping Children Master the Tricks and Avoid the Traps of Standardized Tests
• Characteristics of standardized tests - validity and reliability
• item analysis
• ERIC Digest on Item Analysis
• Data-Driven Equity in Urban Schools. ERIC Digest. 
• Constructing multiple choice questions
• test item writing
• Item analysis with SPSS
• Item Response Theory Tutorial

Assigned reading/viewing:

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

Read Chapter 9 Assessment of Student Learning

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. 
alternative assessment, e.g. developing porfolios
electronic portfolios
Creating meaningful performance assessment
Introduction to scoring rubrics

Week 8 – 10/18/2012 –  Safety in the Science lab, ethical and legal issues in science education, care of organisms

Activities:  

Discuss Science news

• Ada Lovelace Day
• Giant eyeball
  

• Nobel Winners
• Educational games from the Nobel Prize web site

Review main points of traditional assessment

• validity, reliability, item analysis
• types of reliability and validity
  

Discuss alternative assessment

• alternative assessment examples
  
• examples of rubrics
• eportfolios
  

View and discuss the following safety video

What not to do in the lab ...

Activity 1 - Share science safety stories.  Post on the Discussion Board in BlackBoard.

• Discuss the great rubber stopper dilemma - a
  

Activity 2 - View Flinn Safety video - Brief discussion of safety

• List general safety hazards
• List possible hazards in a Physics lab
• List possible hazards in a Chemistry lab
• List possible hazards in a Biology lab
• List possible hazards in an Earth Science lab
• For each of the above lists, describe how you would prevent accidents
• View the Flinn Safety video for teachers
• Take the whole Flinn safety course here
  

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)
Begin working on the Assignment 5a during class
Activity 5 - Ethical and legal obligations of science teachers - Read the following:

• NSTA Position Statement: Liability of Science Educators for Laboratory Safety
  
• Safety and School Science Instruction
  

Activity 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 the NSTA Portal - Safety in the Science Classroom, and
• NYC DOE Science Safety Manual Grades K-12

• NYC DOE Science Safety Manual Grades K-12 (You should read this entire manual before beginning student teaching.  If you have questions, ask.)
• Chemistry teachers read the NYC DOE Chemical Hygiene Plan
• Other useful safety information from the NYC DOE
  
• Dissection Safety
  
• Case Studies , Ethics case

Safety and liability
School chemistry laboratory safety guide
Lab safety institute

• NSTA Position statements: 
  
• Responsible Use of Live Animals and Dissection in the Science Classroom
• Liability of Science Educators for Laboratory Safety
• Safety and School Science Instruction
• The Integral Role of Laboratory Investigations in Science Instruction

Other useful safety resources:

• Science lab safety cartoons
• The Safety Song
  
• Science safety songs
• Science safety videos
  

Assigned reading and viewing:

• View "The Physics of Optics" from "Teaching High School Science"

Week 9 – 10/25/2012 –   Use of Technology in Science Teaching and Learning (Class is ONLINE this week.  We will not meet face to face on campus this week.  Please complete the tasks below at your own time and convenience before Week 10)

IMPORTANT:  INFORMATION ON THE VISIT TO THE AMERICAN MUSEUM OF NATURAL HISTORY ON 10/27 OR 10/28

Field trip site:  American Museum of Natural History

Date for field trip:  Saturday 11/27 OR Sunday 11/28  from 10am to Noon. 

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

• Click here to complete a short technology survey
• Science news!
• Finish safety discussion, view Flinn safety video
• Brainstorm ideas for Halloween science activities and post on the discussion board in BlackBoard.  Check out the Halloween Science link for more information.
• How computers work - simplified
  
• NSTA Position Statement:
• Teaching Science and Technology in the Context of Societal and Personal Issues
• The Smartboard - an example of a potentially powerful technology tool - Demonstration of Smartboard use in Science Teaching and learning

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
• a blog, create a blog, example
• tumblr, http://www.tumblr.com
• a wiki, create a wiki, example
  
• a website, create a website, example
  
• twitter, start a twitter account, example
• video, example
  
• podcasts, example
  
• simulations, example
• multimedia development, scratch, squeak
• micro-computer based labs, example
  
• Google apps such as Google docs, groups, etc.
• Open source software, example
  
• Web 2.0 apps, example
  
• iPhone or Android apps
• learning management system, example
  
• web conferencing, example
• a computational knowledge engine, example
• virtual worlds, example
  

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
  

Activity 4 - Sign up for a free account at merlot.org
Activity 5 - Complete "Today's technology tasks
Activity 6 - Discussion of how to teach science online. 

• What tools are needed?
• What skills does the teacher need?
• What skills and knowledge do the students need?
• How do online science courses compare to face to face courses?
• What are the differences between online science course, face to face science courses, blended/hybrid science courses, and web-enhanced courses?
  

Links to explore:

• merlot.org (sign up for a free account)
• Educational technology
• Fromnowon.org

How NOT to learn how to use technology

Brainstorm ideas for Halloween science activities and post on the discussion board in BlackBoard.  Check out the Halloween Science link for more information.

Week 10 – 11/1/2012 –  Class was not held due to Hurricane Sandy

Assignment #4 due Week 11 – 11/8/2012 – Unifying concepts, ways of knowing, methods of inquiry, and important Science, Technology, Society issues. examples from the different science disciplines

• This week in science
• Reminders
• Safety exam is not available.  I will post an announcement as soon as it is back up.  The due date will be adjusted according to when the exam is again available. 
  
• Microteaching starts next week

• Introducing Inquiry and the Nature of Science activity (Try Activity 1 with friends or family, or ICE students, if possible) on page 77 of the pdf, the actual page number is page 66)
• Small group discussion of the following topics:

1. Unifying concepts
• Definition?
• Provide examples
2. Ways of knowing
• How is science different from technology, engineering, mathematics, medicine, art and religion?
  
• What is pseudoscience?  What are some examples?
3. Methods of inquiry
• Read the following:
• What is inquiry?  Frequently Asked Questions about inquiry
• What is inquiry?
  
• Give examples from the different science disciplines
  

Begin work on the Assignment 10 (Contextual Content Mini-Portfolio)

Week 12 – 11/15/2012 - Minilesson 2 - Individual Microteaching begins

Science news:

• Why Antarctic sea ice cover has increased under the effects of climate change
• Scientists successfully cloaked an object perfectly for the first time
• Solar Eclipse Tuesday: Extremely Remote, But Visible Online Everywhere
• Meteor Shower This Week: Leonids to Be Boosted by Moonless Night
• Using rust and water to store solar energy as hydrogen
• CONDUCTIVE PLASTIC HEALS LIKE SKIN
• High-Fiber Pepsi: The Choice of a New, Weird Generation
• State of the Species Does success spell doom for Homo sapiens?
• University of Montreal detects an orbitless planet, shows that stars don't have an iron grip (video)
• Curiosity Game Goes Viral! Millions Want to Know What’s Inside Giant Cube
  

Assignment #4 due

Assignment #5a due

Assignment 6 due:  Lesson plan for Individual Minilesson 2 due (for those teaching tonight)

Assignment 8 due

Week 13 – 11/22/2012 - (IMPORTANT:  NO CLASS THANKSGIVING DAY)

Assignment 10 due

Week 14 – 11/29/2012 - Minilesson 2 -  individual microteaching

Science news:

• How Much Do Plant Leaves Shrink When They Dry Out?

Useful technology links:

• Cool tools for schools
• Cool apps for schools
  

Education news:

• Direct link to concerns with Race to the Top
• Comments on value added assessment
• A Primer for Non-Education Writers
  

Week 15 – 12/6/2012 – Finish Minilesson 2 - Microteaching

Science news:

• Fruit Fly Nose Says Steer Clear Of Deadly Food; Human Nose Not So Reliable

Classroom management during science lessons/Reading in science and NSTA Student Chapter/Club meeting 6:30 to 7pm

Activities to be completed online.  Please post your responses on the discussion board in Blackboard.:

• Classroom management 101
• The really big list of classroom management resources
• Classroom management from the teachers guide
• Behavior and discipline links
• Best practice and classroom management
• Classroom management tips from Education World

• assess the reading level of a science textbook
• group review of a textbook

• 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
  

Week 16 - 12/13/2012 - Reading Day -
NO CLASS - WE WILL NOT MEET THIS WEEK - Reading Day - PLEASE REVIEW THE LINKS FOR THIS WEEK

Controversial issues in science education

Activities to be completed online.  Please post your responses on the discussion board in Blackboard.:

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

A great video on the topic of Creationism, Intelligent Design, and Evolution is called "Flock of Dodos".

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

http://www.ofcn.org/cyber.serv/academy/ace/sci/cecsci/cecsci020.html

• http://btc.montana.edu/ceres/html/Universe/uni1.html

Evolution related activities

• Geological timeline activity    answer key
• Exploratorium - Evidence

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 "

Week 17 – 12/20/2012– Finish Microteaching, Making science learning fun.

Attendance is mandatory.

• Exploring models using hands-on inquiry kits
• Work in small groups and post your answers on the discussion board in BlackBoard
  
• Pick a kit
• Build a model
• Explain how the model is similar and different from the real phenomenon
• How might you adapt or use this in your subject
  
• Review week 10 topics
• Unifying concepts:

• Systems, order, and organization.
• Evidence, models, and explanation.
• Change, constancy, and measurement.
• Evolution and equilibrium.
• Form and function.

• Science as a way of knowing
• It must be tested by experimentation and observation of the natural world.
• It must be falsifiable (i.e. experiments must exist that could prove it false).
• It cannot be proven, only confirmed or disconfirmed.
• It is subject to revision and change.
• http://www.nsta.org/about/positions/natureofscience.aspx
• Methods of inquiry
  
• Fundamental Abilities Necessary to Do Scientific Inquiry
• Identify questions that can be answered through scientific investigations.
• Design and conduct a scientific investigation.
• Use appropriate tools and techniques to gather, analyze, and interpret data.
• Develop descriptions, explanations, predictions, and models using evidence.
• Think critically and logically to make the relationships between evidence and explanations.
• Recognize and analyze alternative explanations and predictions.
• Use mathematics in all aspects of scientific inquiry.
• Fundamental Understandings about Scientific Inquiry
• Different kinds of questions suggest different kinds of scientific investigations.
• Current scientific knowledge and understanding guide scientific investigations.
• Mathematics is important in all aspects of scientific inquiry.
• Technology used to gather data enhances accuracy and allows scientists to analyze and quantify results of investigations.
• Scientific explanations emphasize evidence, have logically consistent arguments, and use scientific principles, models, and theories.
• Science advances through legitimate skepticism.
• Scientific investigations sometimes result in new ideas and phenomena for study, generate new methods or procedures for an investigation, or develop new technologies to improve the collection of data
• Important Science, Technology, Society issues
• http://www.nsta.org/about/positions/societalpersonalissues.aspx
• The Apocalyptic Landscapes of Alberta’s Oil Sands
  
• About tar sands
• Tar sands:  the most destructive project on Earth
• View the Flock of Dodos video