Queens College/Divisio of Education/Secondary Education and Youth Services

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Brian's Class Materials- SPRING 2013 - SEYS 582

SEYS 582 Home

Queens College/CUNY
Education Unit
Spring 2013


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

Section:  12160

 Thursday 4:30 pm to 7:00 pm

 Kiely Hall Room 115

If I am online, I will be be glad to answer your questions.  Type your  name and your question in the chat box below. 

Week 1
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. (2013). 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 – 1/31/2013 – 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. Science news:
  2. Visit the course web site http://tinyurl.com/qcsciedspring2013 using the Firefox web browser
  3. 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/
  4. Sign up for gmail, access google docs, and our google group, http://groups.google.com/group/seys582-spring2013.
  5. Submit the following form with your gmail address.
  6. Complete Pre-Course Survey
  7. Go over course outline, goals, assignments
  8. Happy New Year Bingo  新年 快樂 Xīnnián kuàilè Bingo
  9. Happy Chinese New Year!  Use the following links to find out when which animal rules over the year in which you were born. 
  10. Brainstorm some ideas for how you might link Chinese culture to a science topic in your area of certification
  11. Make a crossword puzzle, wordfind, Jeopardy game, or flash cards, relating your science content area to Black History Month
  12. Assignments for next week:
  13. Print out  NYC permission forms to take photos and video for digital portfolio
  14. Visit the New York City Teacher Page http://schools.nyc.gov/Teachers/default.htm
  15. New York City - New Teachers page 
  16. The Next Generation Science Standards
Week 2 – 2/7/2013 – Getting to know your students

Week 3– 2/14/2013 NO CLASS - Classes follow a Tuesday schedule

Assignment #1 due 

Week 4 – 2/21/2013

Becoming familiar with the classroom learning environment

Activities: Readings and Extension activities:
Useful Links:

Week 5 – 2/28/2013Writing your Philosophy of Teaching Statement, Create a resume

Read the following before you begin writing your teaching philosophy statement:

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 6 – 3/7/2013New York State Learning Standards, New York State Science Curricula

Assignment #2 due


This is a new activity that we will be doing every week for the last 30 minutes of each class.  First of all you need to sign up for a free account at codeacademy.com.

  1. Once you have signed in, click on "Learn" at the top of the page. 
  2. Click on "Web fundamentals" and start completing the online courses. 
  3. You can move through these at your own pace and you can also work on them outside of class.  By the end of this course, you should finish the web fundamentals lessons, although please feel free to complete as many as you can.  This will not count as part of your grade but it will help you learn how to code, an extremely valuable skill in the 21st century. 

Weekly update:  successes, challenges

Week 7  – 3/14/2013 - 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 8 – 3/21/2013Using Alternative Assessment in Science classes

Controversial issues in science

Useful resources:

The Exploratorium

Week 9 – 3/28/2013NO CLASS - Spring Recess

Week 10 – 4/4/2013 NO CLASS

A class trip to SCONYC, a professional science teacher conference, is planned for Saturday, 4/6/13 from 8am to 4pm at Stuyvesant High School, 345 Chambers Street @ West Street.  This will replace our class scheduled for 4/4/2013.

Week 11 – 4/11/2013 –  Preparation for Earth Day, Continue Working on Digital Portfolio and Projects Set up your digital portfolio

    Class activities:

  1. Science news
  2. View the video "Earth Days"
    • In small groups, brainstorm ideas for Earth Day science activities related to your science content area.  Post these on the discussion board. 
  3. Share a Science Lesson
  4. Use Google Sites to set up your teaching portfolio. 
    • Post the link to your digital portfolio on the discussion board. 
  5. Begin to assemble a copy of your digital portfolio using labeled files and folders and burn on a DVD.
  6. Examples of portfolios

      Read the following:

      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. http://www.ehow.com/how_2085380_prepare-teacher-portfolio.html
  7. http://teachersnetwork.org/NTOL/howto/develop/c13309,.htm
  8. You may also want to sign up for a free NSTA account to create a portfolio and Professional Development plan.

Week 12 – 4/18/2013 We will not meet face to face this week.  Please feel free to attend the 2013 PRINCIPAL PANEL.  You should work at your own pace to complete the Week 12 tasks before next week.  Please post your responses on the in-class activities threads on the discussion board in Blackboard.

Technology and Science Education


  1. Science news
    • Class discussion:  Who are we teaching?  How do our students prefer to use technology to communicate?
    Baby boomers
    (born between 1946 and 1964)
    (born between 1965 and 1979)
    (Born in the 1980's and early 1990's)
    Generation Y, Generation M)

    Draw the table above on a sheet of paper.  Place the preferred technology uses under each generation in the table.  (Exercise from Rewired by Larry D. Rosen, Ph.D.)

    1) text message, IM, Facebook;
    2) Face-to-face or telephone;
    3) text message, Twitter, Skype, Myspace, Facebook, iPhone."
    4)  email or cell phone

  2. 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. 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
  4. 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.  

  5. Select your online tool, sign up for account
  6. Create some sample content
  7. Post url on Discussion Board in BlackBoard.
  8. Get feedback from colleagues
  9. Pilot test with students
  10. View the following videos from the Private Universe Project.  We will discuss these next week.

 Week 13 – 4/25/2013 - Please Work on Digital Portfolio and Review Projects


Week 14 – 5/2/2013 Please Work on Digital Portfolio, Science Research Projects and Student Learning in Science reports
Motivating students to learn science

Science news:

Science safety news:



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

Week 15 – 5/10/2013Science teaching in urban schools - Joys and Challenges

Useful Links:

Readings and Extension activities:

 Week 16 – 5/16/2013 - NO CLASS - WE WILL NOT MEET THIS WEEK

NYS Certification, Questions and Answers, Professional Development Activities:

Useful links:

Please complete the course evaluation before the last week

Week 17– 5/23/2013 –  FINAL EXAMINATIONS -
Please note:  the time has changed, we meet from 4pm to 6pm

Making Science Fun

Useful links:

 Week 18 – 5/31/2013 – NO CLASS



 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
2/14/2013 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
3/7/2013 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
5/9/2013 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
5/16/2013 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, 4/6/13 from 8am to 4pm at Stuyvesant High School, 345 Chambers Street @ West Street.  This will replace our class scheduled for 3/29/2013.

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, 2013, 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, 2013, 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.