Queens
College/CUNY
Education Unit
Spring 2012
SYLLABUS
SEYS 582 - Standards-Based Curriculum and Assessment in Teaching Science
Section:
Thursday 4:30 pm to 7:00 pm
Kiely Hall Room 115
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Week 9 | Week 10 | Week 11 | Week 12 | Week 13 | Week 14 | Week 15 | Week 16 |
Week 17 | Week 18 |
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:
Phone: 631 223-8311
Email: brian.murfin@qc.cuny.edu
A. COURSE DESCRIPTION
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:
- 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
- Students will become familiar with all aspects of the New York State Science curricula and required assessments.
- Students will create, test and evaluate lesson and unit plans
- Students will design, test and evaluate both traditional and alternative science assessments
- Students will devise different strategies to help students to succeed on required New York State assessments
- Stidents will explore the relationship between the characteristics of a classroom learning environment and attitudes towards science and science achievement
- Students will understand the importance of equity and diversity and its influence on science learning
- Students will use cogenerative dialogue to come up with possible solutions to real-world challenges in the classroom
- Students will learn useful techniques from experienced science teachers
- Students will create a digital portfolio that will demonstrate their accomplishments during their pre-service science teaching experiences
- Students will use action research techniques to improve their science teaching and their students' learning
- 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
C. REQUIRED PURCHASES: TEXTBOOK(S) AND SUPPLIES
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):
3. Supplies and/or tools: None
D. WEEKLY TENTATIVE SCHEDULE
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.
Activities:
- Visit the course web site http://tinyurl.com/seys582 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/
- Sign up for gmail, access google docs, and our google group, http://groups.google.com/group/seys582-spring2012.
- Submit the following form with your gmail address.
- Complete Pre-Course
Survey
- Go over course outline, goals, assignments
- Happy New Year Bingo 新年 快樂 Xīnnián kuàilè Bingo
- Happy Chinese New Year! Use the following links to
find out when which animal rules over the year in which you
were born.
- http://www.apples4theteacher.com/holidays/chinese-new-year/chinese-zodiac.html
- More information on Chinese New Year
- Brainstorm some ideas for how you might link Chinese culture to a science topic in your area of certification
- Make a crossword puzzle, wordfind, Jeopardy game, or flash cards, relating your science content area to Black History Month
- Useful links
related to Africa, African-Americans and Science
- Crossword puzzle maker
- Make your own wordsearch
- Make a classroom Jeopardy game
- Quizlet (flashcard maker)
- Assignments for next week:
- February is Black History Month. This is an opportunity to discuss contributions of African Americans and Africa to science. For next week, post an idea for a science activity related to African culture, history or to a contribution to science and technology by African-Americans.
- Useful links
related to Africa, African-Americans and Science
- Print out NYC permission forms to take photos and video for digital portfolio
- Visit the New York City Teacher Page http://schools.nyc.gov/Teachers/default.htm
- New York City - New Teachers page
- Teacher Development Toolkit
- You've been framed: Cogenerative dialogues in PAR
- Implementing Coteaching and Cogenerative Dialoguing in Urban Science Education (Link in BlackBoard documents) Useful links:
- NYC School Blogs
- http://nyceducator.com/
- GothamSchools - http://gothamschools.org/
- Change.org - Education - http://education.change.org/
- NYC Public School Parents - http://nycpublicschoolparents.blogspot.com/
- Inside Schools - http://insideschools.org/index12.php?
- How to teach science
-
Readings:
- Create one of the following for use with your
class. Post the link and description of what you
will do on the discussion board in BlackBoard
- Design an online survey for your students
- You can use a Google docs form and spreadsheet
- Design on online poll using http://www.polls4u.com/
- Develop an icebreaker activity - browse
icebreakers at Education World for ideas
- What other ways can you get to know your students?
- Interviews
- Small group discussions
- Have students make webs, concept maps, drawings
- Observations
- Extracurricular activities, e.g. sports, clubs
- Draw
a scientist , career interests
- Discuss initial impressions of placements
- Pick
a Jason Project game related to your science content
area. Register and play the game. Post a
brief review of the experience.
- Weekly update: successes, challenges
- New York State Learning Standards http://www.emsc.nysed.gov/nysatl/standards.html
- Mathematics, Science and Technology http://www.emsc.nysed.gov/nysatl/mathstand.html
- NYS Science learning experiences - https://stateaid.nysed.gov/scripts/sa/le_std.idc
- Mathematics, Science and Technology Publications - http://www.emsc.nysed.gov/ciai/pub/pubmst.html
-
Activities:
-
Readings and Extension activities:
-
Useful Links:
Week 3– 2/16/2012 – Becoming familiar with the classroom learning environment
Assignment #1 due Activities:- 2011 International Science & Engineering Visualization Challenge winners
- Powers
of Ten video
- Science news
- Leaked Documents Describe Plan to Push Climate Change Denial in Schools
- World's tiniest chameleons
- DNA
Robots Programmed to Kill Cancer Cells, Harvard Study
Shows
- Post a short description of your science research project ideas on the discussion board
- Post a short description of your student learning project on the discussion board
- Useful links for NYC teachers:
- The NYC Teacher Data Toolkit
- INTRODUCTION TO THE FINAL DRAFT OF THE CITYWIDE INSTRUCTIONAL EXPECTATIONS FOR 2011-12
- The
Framework for Teaching
- Make sure to collect samples of your work and student work samples for your portfolio
- Weekly update: successes, challenges
- Describe your science classroom environment
- Understanding the science learning environment
- Learning
Environment, Motivation, and Achievement in High School
Science
Week 4 – 2/23/2012 – Writing your Philosophy of Teaching Statement, Create a resume
- Science news:
- Whose 155th birthday was it yesterday?
- Faster than light problems
- The Y chromosome problem
- 32,000 year old plant revived
- Like How Your Hair Hangs? Praise the Laws of Physics
- Venus, Jupiter & Moon Make Skywatching Triple Play This Week
- Value added news
- Sign up for a free account at the Apple
- Resume tips from the Apple
- Create a private resume and cover letter
- Sign up for a LinkedIn account, create a resume and cover letter
- Sign up for Idealist.org
- Small group updates on experiences in schools - each
person ask the group a question and the group should come up
with possible solutions/answers
Week 5 – 3/1/2012 – New York State Learning Standards, New York State Science Curricula
Activities:
- Science news:
- Leap year
- See 5 Bright Planets in Night Sky—First Time in 8 Years
- T-Rex bites
- Fossil fleas
- Giant penguins
- Asteroid in 2040
- Iceman genome
- Ancient New York forest
- How
reflections on the moon could aid search for aliens
- Flying
robots
- Are
you scientifically literate quiz? (This is
actually science trivia)
- Reminders
- Form small groups according to your area of science certification
- Locate the curriculum for your class, save on disk
- Post the topics you will be teaching on the discussion board
- Discuss approaches to teaching and assessing the topic you chose, brainstorm ideas for demos, activities and post useful resources for the topics your group will be teaching
- Intermediate Level Science Core Curriculum
- The Living Environment Core Curriculum
- Physical Setting/Earth Science Core Curriculum
- Physical Setting/Chemistry Core Curriculum
- Physical Setting/Physics Core Curriculum New York City Curriculum Information
- Scope and Sequence for K-8 Science
- Scope and Sequence for High School Science National Science Education Standards
- National Science Education Standards
- What Is the Influence of the National Science Education Standards?: Reviewing the Evidence, A Workshop Summary NSDL
- Benchmarks for Scientific Literacy
- NSDL Science Literacy Maps
- Ben (Biology)
- ChemEd DL (Chemistry)
- DLESE (Earth Science)
- comPADRE (Astronomy and Physics)
- All NSDL Collection K-12 Short Cuts
Useful Links:
New York State Science Curricula
Weekly update: successes, challenges
- Science Curriculum Reform in the United States
- Designing
Mathematics or Science Curriculum Programs:
A Guide for Using Mathematics and Science Education Standards
Readings:
- Science news
- Women in science
- Work in groups to find examples of women scientists who
have made important contributions to science. Post a
short description each of the women scientists on the
discussion board along with possible science topics that
you could link to the woman scientist's contribution.
- Change of Seasons - Spring is here - a teachable moment!
- On the discussion board in Bb, post some ideas for how you could relate the events that occur during Spring to topics in science
- tornadoes
- prediction
- how to measure speed
- safest place in house?
- plant reproduction
- flowers
- plant reproduction
- seed germination
- pollination
- Pollen
index
- allergies
- dandelions
- herbicides
- pesticides
- solar power
- bird behavior
- http://www.birds.cornell.edu/Page.aspx?pid=1478
- song, genetics
- migration
- fossils
- dinosaurs
- archaeopteryx
- hibernation
- Work in pairs or small groups according to your area of certification.
- Select a previous Regents exam in your area of certification. (you can use one of these interactive exams) or the Grade 8 Intermediate-Level Science Test . Take turns discussing each question. Make sure to discuss the constructed response questions. For each question thing about the following:
- What is the correct answer?
- What level of Bloom's taxonomy does the question test?
- Is this a good question, why or why not?
- How would you teach the students the concept or skill that is tested in this question?
- Are there any especially good activities, demos,
resources, labs that could help students learn the
concept or skill tested by this question?
- Is the question biased in any way?
- Anything else interesting about the question.
- Find the exam results for your school using the NYS School Report
Card or the NYC
Progress Report page
- For NYC teachers, view the "Performance and Accountability" page
- Post the answers to the following questions on the discussion board in BlackBoard
- What assessments are required by NYS?
- What are some of the issues associated with the required assessments?
- What strategies can you use to meet the required assessment?
- How might you adapt your teaching to address the assessment issues you raised?
- Weekly updates, successes and challenges
Regents Review web sites and Resources
- Interactive
Regents exams
- Regents Exam Prep Center
- New York State Regents Prep and Review
- Regents Earth
- NY State Earth Science
- Home instruction schools - Regents Exam Review
- More Earth Science review
- New York State Science Reference Tables
- Altman Science - High School Physics New York State Regents Exam Review Videos
- Interdisciplinary exams
- Old Earth Science Practice Regents Questions
- Biology/Living Environment Regents Review
- Chemistry Zone
- Chemistry
Regents Review
Review materials for the middle school intermediate science
exam
- Grade 8 Intermediate-Level Science Test
- NYS Intermediate Science Review part 1
- NYS Intermediate Science Review part 3
- NYS
Intermediate Science Review part 4
- New York Science Teacher
- http://www.pittsfordschools.org/webpages/jcimbalo/statereview.cfm
- Grade 8 NYS Science Test
- 8th grade practice science tests
- Physical
science review ppt
- New York Office of State Assessment -http://www.emsc.nysed.gov/osa/
- Intermediate Level Science Test - http://www.emsc.nysed.gov/osa/science/home.html
- Regents Examinations - General Information - http://www.emsc.nysed.gov/osa/hsgen/home.html
- Science Reference Tables - http://www.emsc.nysed.gov/osa/reftable/home.html
- Test Samplers - Intermediate Level Science - http://www.emsc.nysed.gov/osa/science/samplers/
- Test Samplers - High School Science - http://www.emsc.nysed.gov/osa/science/samplers/hs/
- State Ends a Practice of Rescoring Regents Tests
More information on the 8th grade science exam
News about the Science Regents exams
- Timeline
of New York State Regents Test Fiascoes
- Regents? Hey, they're a breeze
- Making the Pendulum Swing: Challenging Bad Education Policy in New York State
- Testing - from the UFT
- Manipulation
in the Grading of New York’s Regents Examinations
*
More assessment links
- http://schools.nyc.gov/SchoolPortals/26/Q415/AboutUs/Statistics/default.htm
- https://reportcards.nysed.gov/files/2009-10/CIR-2010-342600011415.pdf
- https://reportcards.nysed.gov/statewide/2010statewideCIR.pdf
- http://schools.nyc.gov/Accountability/data/default.htm
- http://www.nytimes.com/schoolbook/2012/03/05/examining-teacher-rankings/
Using Alternative Assessment in Science classes
Activities:
- Science news
- The Science of Early Spring Today at 3:00 p.m.
http://news.sciencemag.org/sciencenow/2012/03/live-chat-spring-forwardthe-ecol.html - USA National Phenology Network
- Nature's Notebook
- Project Budburst
- Journey North
- More signs of Spring
- Turdus migratorius
- Sturnus vulgaris
- Corvus brachyrhynchos
- Sciurus carolinensis
- Trachemys scripta elegans
- Narcissus l.
- Crocus L.
- Prunus
serrulata
- A
waxy treat for Earth Science teachers and students
- Sign up to "Share a Science Lesson" on the wiki in
BlackBoard.
- 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
- Describe some examples of alternative assessment you have used in your class
- Brainstorm ideas for alternative assessment for topics you will be teaching this semester. Post your alternative assessments on the discussion board in BlackBoard. Make sure to indicate the topic that your assessment is linked to.
- List some controversial issues on the discussion board in
BlackBoard
- Class viewing and discussion of "Flock of Dodos"
Useful resources:
- Science news
- Monster titanoboa snake invades New York
- Pollen and pests
- methyl iodide
- Ice on Mercury?
- Geologists discover new class of landform -- on Mars
- tour the Amazon with Google streetview
- Do Animals Think Human Thoughts? Today at 3:00 p.m.
- 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
- 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
- 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
- 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.
- Blog
- Flashcards
- glogster
- Online poll
- web site
- wiki
- Other Tools
- What is Web 2.0?
- sumopaint and flockdraw
- image editing software, example
- sound editing software, example
- presentation software, example
- drawing software, example
- multimedia development, scratch, squeak
- a blog, create a blog, example
- tumblr, http://www.tumblr.com
- a wiki, create a wiki, example
- a website, create a website, example
- twitter, start a twitter account, example
- video, example
- podcasts, example
- simulations, example
- micro-computer based labs, example
- Google apps such as Google docs, groups, etc.
- Open source software, example
- Web 2.0 apps, example
- iPhone or Android apps
- learning management system, example
- web conferencing, example
- a computational knowledge engine, example
- virtual worlds, example
- timeline software - dipity
- Science Education 2.0
- 100 Web Tools to Enhance Collaboration (Part 1) by Ozge Karaoglu
- Explore Web 2.0 tools
- Select your online tool, sign up for account
- Create some sample content
- Post url on Discussion Board in BlackBoard.
- Get feedback from colleagues
- Pilot test with students
Activities:
- Science news
- Anti-science legislation offers prospect of a new Scopes trial
- "Teach the controversy" science education bills advance in Tennessee, Oklahoma
- Fossil
Foot Indicates New Prehuman Species
- James Cameron on Earth's Deepest Spot: Desolate, Lunar-Like
- Neonicotinoid pesticides tied to collapse of bee colonies, 2 studies find
- Interpersonal neurobiology
- ScienceShot:
The Woven Brain
- the Physics of Angry Birds
- The
Mighty Mathematician You’ve Never Heard Of
- Share a Science Lesson
- Use Google Sites to set up
your teaching portfolio.
- Begin to assemble a copy of your digital portfolio using labeled files and folders and burn on a DVD.
- Examples of portfolios
- http://sitemaker.umich.edu/dlee-portfolio/%20huron_high_school_placement
- http://www.sourcecod.com/portfolio/
- http://hawkclub.com/portfolio/home.htm
- http://www.smith-science.com/resume.html
- https://docs.google.com/viewer?url=http%3A%2F%2Fwww.michigan.gov%2Fdocuments%2FPortfolio_Assessment_82163_7.doc
- http://nyearthscienceteacher.com/3385.html
Class activities:
The Private Universe Project
- Great science demo's, activities, resources
- Viewing and discussion of videos from the Private Universe Project
- Why
are
some ideas so difficult? (Biology)
- Hands-on, Minds-on Learning (Physics)
- Chemistry: A House with no foundation
- Astronomy:
Eliciting student ideas
- Browse through the Internet
Resources for the Sourcebook for Teaching Science by
Norm Herr
- Continue working on portfolios
- Electronic Portfolios: Students, Teachers, and Life Long Learners
- Electronic portfolios
- Examples of WWW-compatible electronic portfolios
- What is a digital portfolio?
- How to create a digital portfolio
- You may also want to sign up for a free NSTA account to create a portfolio and Professional Development plan.
Useful links:
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
Activities
Week 12 – 4/19/2012 - Please Work on Digital Portfolio and Review Projects, Preparation for Earth Day
Activities:
- This week's science news
- Volcanic eruption in Mexico
- Synthetic, evolving DNA
- Lyrid meteor shower (peaks Sunday 4/22)
- SpaceX
- Gray whale
- Bumblebee gecko
- Dark matter
- Evolution/Creationism
news
- Share a Science Lesson
- A
very interesting phenomenon...
- Post link to digital portfolios on the Discussion Board in BlackBoard
- Earth Day (April 22, 2012)
- http://www.earthday.org/earth-day-2012
- The Green Apple" Recycling
http://nyc.gov/html/nycmg/nyctvod/html/home/ga_recycle. html - How to recycle in New York City -
- http://nyc.gov/html/nycmg/
nyctvod/html/home/qrvideo.html - Great science demo's, activities, resources
- View "Earth Days"
- Preparation for Earth Day
- In small groups, brainstorm ideas for Earth Day
activities and post them on the discussion board in
BlackBoard.
- Work in pairs and provide feedback on digital portfolios
Week 13 – 4/26/2012 –Please Work
on Digital Portfolio, Science Research Projects and Student
Learning in Science reports
Motivating students to learn science
- Mentos and Diet coke
at QC
- Live Chat: Too Dangerous to Publish? today at 3pm
- Try out a "flipped activity" on symbiosis from TED-Ed
- The
cockroach beatbox (You MUST see this!)
- Science news
- Share a Science Lesson (4 people will present each week)
- What is motivation? What techniques can be used to motivate students to want to learn science?
- Consider the science curriculum you are currently teaching and make lists of the following, and post them on the Discussion Board in BlackBoard:
- Science topics you find boring and uninteresting
- Science topics that your students find boring and uninteresting
- The science topics that are most difficult for your students
- For each item on the list, come up with at least one way to motivate students and to get them interested in the topic . You can work in pairs or groups on each other's lists.
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 ChallengesActivities:
- This week's science news
- Mutant-flu paper published
- Climate impact on plants could be underestimated - study
- Giant
black hole is seen gobbling up a star
- Share what you learned at SCONYC. Post useful information and links on the discussion board in BlackBoard
- Share a Science Lesson
- Complete FOUR QC TEAMS forms at http://tinyurl.com/qcteams
- Discussion of teaching science in diverse urban settings using examples from your classrooms
- Questions:
- How is teaching in an urban school different from a suburban or rural school?
- What are the characteristics of urban secondary school students?
- What science teaching strategies work best with urban students?
- What science teaching strategies do not work well with urban students?
- What city resources can you use to help students learn
science?
Reading:
- Teaching science and inquiry-based learning in an urban culturally diverse classroom
- TEACHING SCIENCE IN LARGE INNER-CITY HIGH SCHOOLS
- Teaching in urban schools
- Urban science adventures
- Science news:
- How a humongous garbage patch in the Pacific breeds new bugs
- 'Copying' error may have built up our brains
- Smallest mammoths found on Crete
- Light from alien 'super-earth' seen for first time
- ALARM
AS PERU PELICAN AND DOLPHIN DEATHS RISE
- Share a Science Lesson
- Brainstorm some ideas for relating science and Mother's Day
- Please complete QCTeams forms.
- Login to the QCTeams here: http://tinyurl.com/sqcteams
- Click here for more information on QCTeams
- Please note: if you cannot complete some of the
forms online, you can print out the form, fill out the
paper copy and then return it to Teresa Gonzalez by hand,
via fax or by scanning it and sending it as an attachment
via email
- Review of how to use Google Sites and Docs to build your
digital portfolio
- Teacher
interview questions
- Go through the reading list for new science teachers
Useful links:
- Science Teacher professional development
- http://www.highered.nysed.gov/tcert/
- Getting your permanent certificate
- TheApple
- Sample teacher resume
- Resume strategies for teachers
- 15 Toughest Interview Questions (and Answers!)
- Interview tips from the Apple
- idealist.org
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
Activities:
- This week's science news
- Brief presentations of science research projects and student learning and science reports.
Making science fun
- Think back to your own science classes. Make a list of the most enjoyable, fun science activities you experienced. Post your list on the discussion board in BlackBoard.
- For the science topic you are
currently teaching or that you will teach soon, brainstorm
ideas on how to make it fun and enjoyable.
- Discussion questions:
- Should science learning always be fun? Why or why not?
- What are the best ways to make science learning fun?
- What is and is not fun for urban students?
- Are teachers' and students' ideas of fun the same? Why or why not?
- Weekly update: successes, challenges
Week 18 – 5/31/2012 – COMMENCEMENT
COMMENCEMENT
TAKES
PLACE
ON
5/31/2012
E. ASSIGNMENTS, DUE DATES, AND GRADING PLAN
Procedure for submitting assignments:
1) All assignments that include text:
- Post a copy on the Discussion Board in BlackBoard
- Submit an electronic version (a Word document) using the Assignments link in BlackBoard
- Upload your document to docs.google.com and share with qcscied@gmail.com
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 Date |
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 |
5/3/2012 |
33 |
Assignment 4 – Student 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 Instructions |
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.
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
K. RECENT BIBLIOGRAPHY
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.