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Brian's Class Materials- SPRING 2012 - SEYS 582

SEYS 582 Home

Queens College/CUNY
Education Unit
Spring 2012


SEYS 582 - Standards-Based Curriculum and Assessment in Teaching Science


 Thursday 4:30 pm to 7:00 pm

 Kiely Hall Room 115

Week 1 Week
Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16
Week 17 Week 18


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

Office Hours: 

Wednesday 3:00 pm to 5:00 pm
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:

Phone:  631 223-8311

Email:  brian.murfin@qc.cuny.edu


 SEYS 582.  Curriculum and Assessment in Teaching Science

3 hr.; 3 cr. Coreq.: the subject-specific student teaching course from SEYS 570.4–574.4. Open only to students in teacher education programs. An examination of curriculum development and assessment for classroom teaching designed to integrate New York State Learning Standards and required testing, such as the Regents exams, into the curriculum. The course builds on the fundamental pedagogical content knowledge in specific disciplines in SEYS 560–564.  Taught in tandem with the student teaching experience to enrich the student teacher’s understanding of curriculum and assessment issues within a working classroom.

Education Unit Conceptual Framework:

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

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



         1.  Textbook (required): None  You will not be required to purchase a textbook for this course.  Readings will be assigned using documents in BlackBoard.

         2.  Textbook (recommended):

    • Thompson, J. (2012). Discipline survival guide for the secondary teacher (2nd ed.). San Francisco Calif.: Jossey-Bass. 
    • Check out the NSTA Science Store for books related to your specific area of science and interests

         3.  Supplies and/or tools: None


Week 1 – 2/2/2012 – Student teaching overview, Introduction to the course - Happy Marmota monax day! (Here's a nice activity for this special day.)

Important:  Tonight you will meet with your student teaching supervisors and receive an overview of student teaching and requirements from 6:30pm to 7:30pm.


  1. Visit the course web site http://tinyurl.com/seys582 using the Firefox web browser
  2. 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/
  3. Sign up for gmail, access google docs, and our google group, http://groups.google.com/group/seys582-spring2012.
  4. Submit the following form with your gmail address.
  5. Complete Pre-Course Survey
  6. Go over course outline, goals, assignments
  7. Happy New Year Bingo  新年 快樂 Xīnnián kuàilè Bingo
  8. Happy Chinese New Year!  Use the following links to find out when which animal rules over the year in which you were born. 
  9. Brainstorm some ideas for how you might link Chinese culture to a science topic in your area of certification
  10. Make a crossword puzzle, wordfind, Jeopardy game, or flash cards, relating your science content area to Black History Month
  11. Assignments for next week:
  12. Print out  NYC permission forms to take photos and video for digital portfolio
  13. Visit the New York City Teacher Page http://schools.nyc.gov/Teachers/default.htm
  14. New York City - New Teachers page 
  15. Teacher Development Toolkit
Week 2 – 2/9/2012 – Getting to know your students

Week 3– 2/16/2012 – Becoming familiar with the classroom learning environment

Assignment #1 due  Activities: Readings and Extension activities:
Useful Links:
Week 4 – 2/23/2012 – Writing your Philosophy of Teaching Statement, Create a resume

Week 5 – 3/1/2012 – New York State Learning Standards, New York State Science Curricula

Assignment #2 due


Weekly update:  successes, challenges

Week 6 – 3/8/2012 – Required assessments in New York State, Assessment Issues, Exam Review resources
      1. What assessments are required by NYS?
      2. What are some of the issues associated with the required assessments?
      3. What strategies can you use to meet the required assessment?
      4. How might you adapt your teaching to address the assessment issues you raised?
Useful Links:

Regents Review web sites and Resources

Review materials for the middle school intermediate science exam

More information on the Regents Exams

More information on the 8th grade science exam

News about the Science Regents exams

More assessment links

Week 7  – 3/15/2012 - Using Alternative Assessment in Science classes

Using Alternative Assessment in Science classes

Controversial issues in science

Useful resources:

Week 8 – 3/22/2012 – Web 2.0 and other new technology tools


  1. Science news
  2. Share a Science Lesson
    • Share a Science Lesson - 20 minutes each
      • Instructions for "Share a science lesson":
        • You have 15 minutes to do the following:
          • Describe the aim, big or essential questions addressed, how you carried out the lesson, and how you would assess whether they have learned
          • You can show us examples of PowerPoints, worksheets or other visual aids you used. 
          • Let the class do a brief activity related to the lesson.
        • After you present:
          • A facilitator will ask the class for 
            • positive feedback (5 minutes)
            • Suggestions for improvement (5 minutes)
        • Presenter's response (if any) 5 minutes
  3. Discussion of the "Flock of Dodos" DVD. 
    • What did you learn from the video?
    • What was the main message?
    • Think about how you will handle issues that involve science and religion in your own science content area.  What are some potential controversial issues you are likely to encounter?
    • NSDL Science literacy maps
  4. Sports and science
    • Brainstorm ideas for linking sports to topics in your science content area.  Post your ideas and any useful resources on the discussion board. 
    • Some useful links to get you started are here - sports and science 
  5. Set up an online resource for your students.  This could be a web site, blog, wiki, or twitter feed or come other Web 2.0 tool.  Your online resource should help your students review a science topic in an interesting and fun way.  
  6. Select your online tool, sign up for account
  7. Create some sample content
  8. Post url on Discussion Board in BlackBoard.
  9. Get feedback from colleagues
  10. Pilot test with students
Week 9 – 3/29/2012Setting up your digital portfolio

      Class activities:

  1. Science news
  2. Share a Science Lesson
  3. Use Google Sites to set up your teaching portfolio. 
  4. Begin to assemble a copy of your digital portfolio using labeled files and folders and burn on a DVD.
  5. Examples of portfolios

The Private Universe Project

      Useful links:

  1. Electronic Portfolios: Students, Teachers, and Life Long Learners
  2. Electronic portfolios
  3. Examples of WWW-compatible electronic portfolios
  4. What is a digital portfolio?
  5. How to create a digital portfolio
  6. You may also want to sign up for a free NSTA account to create a portfolio and Professional Development plan.
Week 10 – 4/5/2012 NO CLASS

A class trip to SCONYC, a professional science teacher conference, is planned for Saturday, 4/28/12 from 8am to 4pm at Stuyvesant High School, 345 Chambers Street @ West Street.  This will replace our class scheduled for 3/29/2012.

Week 11 – 4/12/2012 –  SPRING RECESS NO CLASS - Continue Working on Digital Portfolio

Assignment 3 due 

Week 12 – 4/19/2012 Please Work on Digital Portfolio and Review Projects, Preparation for Earth Day


 Week 13 – 4/26/2012 –Please Work on Digital Portfolio, Science Research Projects and Student Learning in Science reports

Motivating students to learn science

Activities: Readings:

Reading:  Fostering Science Learning in Diverse Urban Settings by Ken Tobin (Link in BlackBoard documents)

Week 14 – 5/3/2012 -Science teaching in urban schools - Joys and Challenges
Useful Links:
Week 15 – 5/10/2012 –  NYS Certification, Questions and Answers, Professional Development Activities, Work on digital portfolios

Useful links:

Assignment 5 Due

Please complete the course evaluation before the last week

 Week 16 – 5/17/2012 - NO CLASS - Finals week begins

Please complete the course evaluation before the last week

Making Science Fun and Presentations of  Projects


Making science fun

Useful links:

 Week 18 – 5/31/2012 – COMMENCEMENT



 Procedure for submitting assignments:

 1)  All assignments that include text:

2)  If your assignment is on the web, post the url on the Discussion Board in BlackBoard.  iIf your assignment is in the form of an audio, video or image, attach the file to a posting on the discussion board in BlackBoard.

Assignment Description Instructions How to Submit Scoring Guidelines Due
Possible Points
Assignment 1 –  Write a short description of the school, the community, the student body and the faculty.   Assignment 
1 instructions
How to submit
Assignment 1
Scoring guidelines
2/16/2012 20 (5 points each)
Assignment 2 –  – Describe in detail the classroom learning environment where you are student teaching. (Physical environment, students, teacher, class rules, contracts, atmosphere, textbooks, review books, other) Assignment 
2 instructions
How to submit
Assignment 2
Scoring guidelines
3/1/2012 10 points
Assignment 3 - Science Research Project
Assignment 3 instructions
How to submit
Assignment 3 scoring guidelines
Assignment 4Student Learning in Science Report Assignment 
  4 instructions
How to submit Assignment 4
Assignment 4
Scoring guidelines
5/10/2012 16 points

Assignment 5 –  Digital portfolio of examples of your work.  Sign up to for a free account to create a portfolio and Professional Development plan. Assemble a copy of your digital portfolio using labeled files and folders and burn on a DVD.

Assignment 5  instructions How to submit

Assignment 5
Scoring guidelines
5/17/2012 10 points
Participation – Active participation in all class activities.  Participation
Not applicable
Entire semester 20

F.  FIELDWORK REQUIREMENTS - A class trip to SCONYC, a professional science teacher conference, is planned for Saturday, 4/28/12 from 8am to 4pm at Stuyvesant High School, 345 Chambers Street @ West Street.  This will replace our class scheduled for 3/29/2012.

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


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

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.



Atkin, J., & National Research Council (U.S.). (2001). Classroom assessment and the National Science Education Standards. Washington  DC: National Academy Press.

Benchmarks Online ~ Project 2061 ~ AAAS. (n.d.). . Retrieved January 26, 2012, from http://www.project2061.org/publications/bsl/online/index.php?intro=true

Bransford, J. (2000). How people learn brain, mind, experience, and school. Washington, D.C. :: National Academy Press,

Bybee, R. W., Ed. 2002. Learning Science and the Science of Learning: Science Educators' Essay Collection. Arlington, VA: NSTA Press.

Center for Science, Mathematics, and Engineering Education. Committee on Development of an Adddendum to the National Science Education Standards on Scientific Inquiry. (2000). Inquiry and the national science education standards : a guide for teaching and learning. Washington  D.C.: National Academy Press.

Committee on Prospering in the Global Economy of the 21st Century (U.S.);Committee on Science, Engineering, and Public Policy (U.S.). (2007). Rising above the gathering storm : energizing and employing America for a brighter economic future. Washington  D.C.: National Academies Press.

Curwin, R., and A. Mendler. 1988. Discipline with Dignity. Alexandria, VA. Association for Supervision and Curriculum Development.

Duschl, R., & National Research Council (U.S.).;National Research Council (U.S.).;National Research Council (U.S.). (2007). Taking science to school : learning and teaching science in grades K-8. Washington  D.C.: National Academies Press.

Fulfilling the promise : biology education in the nation's schools. (1990). . Washington: Natl Academy Press.

Glasser, R. 1989. Building Classroom Discipline. N.Y: Longman, Inc.

Glasser, W. 1998. The Quality School and The Quality School Teacher. NY: HarperCollins.

Gollub, J., & National Research Council (U.S.).;National Research Council (U.S.). (2002). Learning and understanding : improving advanced study of mathematics and science in U.S. high schools. Washington  DC: National Academy Press.

Keeley, P., F., Eberle, and J. Tugel. 2007. Uncovering Student Ideas in Science: 25 More Formative Assessment Probes, Volume 2. Arlington, VA: NSTA Press.

Kwan, T., and J. Texley. 2003. Inquiring Safely: A Guide for Middle School Teachers. Arlington, VA : NSTA Press.

Kwan, T., J. Texley, and J. Summers. 2004. Investigating Safely: A Guide for High School Teachers. Arlington, VA: NSTA Press.

Michaels, S., & National Research Council (U.S.). (2008). Ready, set, science! : putting research to work in K-8 science classrooms. Washington  D.C.: National Academies Press.

National Academy of Sciences (U.S.). (1998). Teaching about evolution and the nature of science. Washington  DC: National Academy Press.

National Academy of Sciences (U.S.);Institute of Medicine (U.S.). (2008). Science, evolution, and creationism. Washington  D.C.: National Academies Press.

National Research Council (U.S.). (1996). National Science Education Standards : observe, interact, change, learn. Washington  DC: National Academy Press.

National Research Council (U.S.). (2004). Engaging schools : fostering high school students' motivation to learn. Washington  D.C.: National Academies Press.

Olson, S. (2009). Strengthening high school chemistry education through teacher outreach programs : a workshop summary to the chemical sciences roundtable. Washington  D.C.: National Academies Press.

Pellegrino, J., & National Research Council (U.S.). (2001). Knowing what students know : the science and design of educational assessment. Washington  DC: National Academy Press.

Resources for teaching middle school science. (1998). . Washington  DC: National Academy Press.

Rising Above the Gathering Storm Two Years Later: Accelerating Progress Toward a Brighter Economic Future. Summary of a Convocation. (n.d.). . Retrieved January 25, 2012, from http://www.nap.edu/catalog.php?record_id=12537

Roberts, D., C. Bove, and E.H. van Zee. (Eds). 2007. Teacher Research: Stories of Learning and Growing. Arlington, VA: NSTA Press.

Rosen, W., & National Research Council (U.S.). (1989). High-school biology : today and tomorrow. Washington  D.C.: National Academy Press.

Singer, S., & National Research Council (U.S.). (2006). America's lab report : investigations in high school science. Washington  DC: National Academies Press.

Sprick, R. 1985. Discipline in the Secondary Classroom. West Nyack, N.Y.: Center for Applied Research.

Tauber, R. T. 1990. Classroom Management from A to Z. Chicago: Holt, Rinehart and Winston.

What is the influence of the national science education standards? reviewing the evidence : a workshop summary. (2004). . Washington: Natl Academy Press.

Wilson, M., & National Research Council (U.S.). (2006). Systems for state science assessment. Washington  DC: National Academies Press.

Wong, H. K., Wong, R. T. 2004. The First Days Of School: How To Be An Effective Teacher. Mountain View , CA : Harry K. Wong Publications, INC.