View
6
Download
0
Category
Preview:
Citation preview
1
EDEE 641
Science for Elementary and Middle School Teachers
Tuesdays 5:00-7:45
Education Center 216
Instructor: Dr. Tanya Godfrey
Office: Goose Creek High School
Contact information: godfreyt@cofc.edu 843-553-5300 x 2803 (school)
godfreyt@bcsdschools.net 843-906-5279 (cell)
Please use my high school email as a primary form of contact.
Office hours: After class as needed
Course Description:
This is an introductory course in teaching science at the 2-6 grade levels. In this course you will
study the nature of science, inquiry methods of teaching, process skills, assessment, and lesson
planning focused within the context of science. As a result, the organization, content, and
delivery of this course will focus on scientific processes and inquiry-based instruction. The
course will provide the candidate with learning experiences in which he/she is engaged in
science learning and instruction.
Course Goals and Objectives:
The successful student will be able to:
Plan Science Activities
Understand Scientific Content
Recognize Inquiry Teaching and Learning
Comprehend Content Pedagogy
Appreciate Learner Diversity
It is not the intent of the instructor to make students teach in an inquiry fashion; rather this
class will teach the components of inquiry teaching and constructivist learning using an
inquiry approach. Ultimately each student must develop their own style of teaching.
National and State Standards:
Association for Childhood Education International
2c. Science—Candidates know, understand, and use fundamental concepts in the subject matter of science—
including physical, life, and earth and space sciences—as well as concepts in science and technology,
science in personal and social perspectives, the history and nature of science, the unifying concepts of
science, and the inquiry processes scientists use in discovery of new knowledge to build a base for
scientific and technological literacy.
National Middle School Association Standards
Standard 3. Middle Level Curriculum and Assessment
Middle level teacher candidates understand the major concepts, principles, theories, standards, and research
related to middle level curriculum and assessment, and they use this knowledge in their practice.
2
Standard 4. Middle Level Teaching Fields
Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and
structures of content in their chosen teaching fields, and they create meaningful learning experiences that
develop all young adolescents’ competence in subject matter and skills.
Standard 5. Middle Level Instruction and Assessment
Middle level teacher candidates understand and use the major concepts, principles, theories, and research
related to effective instruction and assessment, and they employ a variety of strategies for a
developmentally appropriate climate to meet the varying abilities and learning styles of all young
adolescents.
National Science Teachers Association Standards
NSTA-2 NATURE OF SCIENCE: The program prepares teachers to engage students in activities to define the
values, beliefs and assumptions inherent to the creation of scientific knowledge within the scientific
community, and contrast science to other ways of knowing.
NSTA-3 INQUIRY: The program prepares candidates to engage students regularly and effectively in science
inquiry and facilitate understanding of the role inquiry plays in the development of scientific
knowledge.
NSTA-4 CONTENT OF SCIENCE: The program prepares candidates to relate science to the daily lives and
interests of students and to a larger framework of human endeavor and understanding.
NSTA-5 SKILLS OF SCIENCE: The program prepares candidates to create a community of diverse student
learners who can construct meaning from science experiences and possess a disposition for further
inquiry and learning.
NSTA-6 CURRICULUM: The program prepares candidates to develop and apply a coherent, focused science
curriculum that is consistent with state and national standards for science education and appropriate for
addressing the needs, abilities and interests of students.
NSTA-7 SOCIAL CONTEXT: The program prepares candidates to relate science to the community and to use
human and institutional resources in the community to advance the education of their students in
science.
NSTA-8 ASSESSMENT: The program prepares candidates to use a variety of contemporary assessment
strategies to evaluate the intellectual, social, and personal development of the learner in all aspects of
science.
NSTA-10 PROFESSIONAL PRACTICE: The program prepares candidates to participate in the professional
community, improving practice through their personal actions, education and development.
National Science Education Standards for Teachers
NSES-T-A STANDARD: Teachers of science plan an inquiry-based science program for their students.
NSES-T-F STANDARD: Teachers of science actively participate in the ongoing planning and development of
the school science program.
The National Council for Accreditation of Teacher Education
PS 5: Teacher candidates will use concrete, hands-on instruction and content presentation with an emphasis on
real-world application and problem solving.
PS 6: Teacher candidates will implement learning strategies that promote cooperation.
PS 7: Teacher candidates will implement strategies to accommodate the needs of diverse learners.
International Society for Technology in Education
STANDARD 1: Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of
subject matter, teaching and learning, and technology to facilitate experiences that advance student learning,
creativity, and innovation in both face-to-face and virtual environments.
3
STANDARD 2: Design and Develop Digital-Age Learning Experiences and Assessments: Teachers design,
develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and
resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified
in the NETS•S.
STANDARD 3: Model Digital-Age Work and Learning: Teachers exhibit knowledge, skills, and work
processes representative of an innovative professional in a global and digital society.
Standards that are assessed are noted in the rubrics attached!
Required texts:
I highly recommend: Teaching Science to Every Child: Using Culture as a Starting Point
2nd Edition by Settlage and Southerland. Other readings may be posted on OAKS or
provided in class.
DUE DATES:
Due dates for course assignments, as well as scheduled quizzes and projects, are listed in the
course calendar or are announced in class. No LATE assignments will be accepted. If there is a
problem with submitting the assignment on time, please contact the professor ahead of time to
ask for an extension (only extenuating circumstances will be allowed).
Grading and Assignments Late submissions of assignments are unacceptable under normal circumstances. Please do not
attempt to submit any assignments after the due date. I will NOT accept any late work.
Any written assignment submitted is considered a final product that will be graded on both what
is written (clarity, depth, and insight) and how it is written (the form of the written work).
Therefore, it is crucial to realize that correct grammar and spelling, proper punctuation,
adherence to assignment guidelines, and neatness will affect your grade. As an educator, you will
be expected to demonstrate competency not only in verbal but also in written communication
with parents, administrators, and other educators. Please use the resources around you to
proofread and to edit your work. Rubrics for all assignments are provided on OAKS to assist
you. The Writing Lab provides FREE, INDIVIDUALIZED help on all parts of the writing
process. See www.cofc.edu/~csl/ for further information.
Assignment Due Date Points
Participation weekly 25
Discrepant Event or Demonstration (individuals/pairs) 2/3/15 25
5E Learning Cycle Lesson Plan (groups) 2/10/15 50
Website Comparison (individuals) 2/17/15 50
Midterm Exam/Project 2/24/15 80
Design an Experiment (individuals/pairs) 3/10/15 25
Science Ed. Reform PPT (groups) 3/24/15 50
Assessment Portfolio (individuals/pairs) 4/7/15 50
5-E Inquiry LP (groups) 4/14/15 50
Final Exam – Saturday 5/2/15 5/2/15 110
TOTAL POINTS 515
4
GRADING SCALE:
Grading Scale
A 93-100 C 79-81
B+ 89-92 D+ 75-78
B 86-88 D 70-74
C+ 82-85 F 0-69
Course Readings and Assignments:
Listed in the table below are the topics, due dates, and assignments that are projected in this
course.
Week Topics Date Readings/Assignments
1 Intro
Scientist/Teacher
Science Attitudes
Jan. 13 Teaching Science to Every Child: Using Culture as
a Starting Point 2nd Ed. By John Settlage & Sherry
Southerland: Chapters 1 & 2
2 5-E Lesson Planning
Density, Drops of Water
Seasons, Misconceptions
Jan. 20
Teaching Science to Every Child: Using Culture as
a Starting Point 2nd Ed. By John Settlage & Sherry
Southerland: Chapter 3
3 Graphic Organizers
Diversity,
Discrepant Events
Jan. 27
Teaching Science to Every Child: Using Culture as
a Starting Point 2nd Ed. By John Settlage & Sherry
Southerland: Chapter 4
4 Discrepant Event Due &
Present
Work in Groups on LP
NOS boxes activity
Technology
Feb. 3 Teaching Science to Every Child: Using Culture as
a Starting Point 2nd Ed. By John Settlage & Sherry
Southerland: Chapter 5
5 5E Lesson Due & Present
Website Comparison
Discussion
Design an Experiment
Feb. 10
Teaching Science to Every Child: Using Culture as
a Starting Point 2nd Ed. By John Settlage & Sherry
Southerland: Chapter 6
6
Website Comparison Due
& Present
Activity to Inquiry PPT
Design an Experiment
Discussion
Feb. 17
Teaching Science to Every Child: Using Culture as
a Starting Point 2nd Ed. By John Settlage & Sherry
Southerland: Chapter 7
7 Midterm Project/Exam Feb. 24 Midterm Project/Exam and Design an Experiment
Assignment
8 Spring Break Mar. 3 NO CLASS
9 Design an Experiment
Due & Present
FOSS Science Kits
Mar. 10 Teaching Science to Every Child: Using Culture as
a Starting Point 2nd Ed. By John Settlage & Sherry
Southerland: Chapter 8
10 Assessment PPT
Constructivism
Science Education Reform
Inquiry – Sound Foss Kit
Mar. 17
Teaching Science to Every Child: Using Culture as
a Starting Point 2nd Ed. By John Settlage & Sherry
Southerland: Chapter 9
5
11 Science Ed. Reform Due
& Present/Discuss
Inquiry
5E Lesson on Mixture &
Solutions
Mar. 24
Teaching Science to Every Child: Using Culture as
a Starting Point 2nd Ed. By John Settlage & Sherry
Southerland: Chapter 10
12 Science Kits – Levers
Curriculum - Levers
Mar. 31
Teaching Science to Every Child: Using Culture as
a Starting Point 2nd Ed. By John Settlage & Sherry
Southerland: Chapter 11
13 Assessment Portfolio Due
& Discuss
Batteries & Bulbs
Apr. 7
Teaching Science to Every Child: Using Culture as
a Starting Point 2nd Ed. By John Settlage & Sherry
Southerland: Chapter 12
14 5E LP Due & Present
Science Teaching
Stations – Earth Science
and Meteorology
Apr. 14
Teaching Science to Every Child: Using Culture as
a Starting Point 2nd Ed. By John Settlage & Sherry
Southerland: Chapter 13 & 14
15 Literature and Science
Integration
Science Trade Books
States of Matter
Apr. 21
Tradebooks, Evaluation
Freddy the Fish
16 FINAL EXAM -Saturday May 2 5-8
Participation: Each teacher candidate is expected to participate in classroom discussions and
group work. You will not be allowed to text, phone, or email during class. These are all
aspects of your professionalism and dispositions. Tardiness and absences are also considered
part of this assignment.
Quizzes and Exams:
There may be Quizzes. They may be announced or pop quizzes based on lectures, PowerPoints,
readings, and activities. There is a Midterm Exam/Project and a Final Exam/Project. The
Midterm will cover content on the Nature of Science, Designing an Experiment, Readings, and
all PowerPoint presentations to that date. A Final Exam will cover information learned over the
entire course; readings, in-class discussions, class notes. The Final may include short answer and
multiple choice questions and a 5-E lesson plan development.
PROFESSIONAL BEHAVIOR/DISPOSITIONS: Students are responsible for all content and
assignments for each class. They will be expected to demonstrate professional behaviors
consistent with the following dispositions:
The belief that all students can learn.
Value and respect for difference.
Value of positive human interaction.
Intellectual curiosity and willingness to learn new knowledge.
A commitment to inquiry, reflection and self-assessment.
Value of responsible, collaborative, and cooperative work.
Sensitivity to community and cultural context.
Responsible and ethical practice
6
ATTENDANCE:
Class attendance and punctuality are expected professional behaviors. Specific attendance
requirements for each course are outlined in the syllabus. A candidate may be dropped from a
course for excessive absences. One absence for ANY reason will be allowed; however, you may
not submit assignments if you are absent. Upon the second absence, a course participation grade
will take into effect and reduce the candidate’s score by 3% points. Upon a third absence, the
candidate will automatically be withdrawn from a course with the grade of WA/F. I will work
with you, but it is your responsibility to contact me by phone or email ahead of time.
Students should not arrive to class late. Persistent infringement of tardiness will result in the
reduction of a candidate’s score by 5%. Leaving class early is also unacceptable, unless prior
approval is accepted by the professor.
****Inclement Weather Make up Days - Saturday, January 31 and/or Tuesday, April 28 (reading
day)
MAKE-UP EXAMINATIONS, PRESENTATIONS, AND QUIZZES:
If an examination, presentation, or quiz (other than the final examination) was missed for a
legitimate reason, as determined by the professor, the professor has the discretion to administer a
make-up session. It is the responsibility of the student to contact the professor within 48 hours
and make arrangements for the make-up. This is to be done as soon as possible after the missed
examination, presentation, or quiz.
FINAL EXAMS: The final exam for each course (which may be in the form of an examination,
performance, or project) will only take place during the period scheduled for the final exam for
that course. (Students who have more than two finals scheduled on the same day may arrange
for an alternate time for one final exam through the Office of the Undergraduate Dean).
PAPERS: Papers will be word processed using the style of the Publication Manual of the
American Psychological Association (Fifth Edition, 2001).
HONOR SYSTEM:
All courses in the School of Education are conducted under the Honor Code of the College of
Charleston. The Honor Code specifically forbids lying, cheating, attempted cheating, stealing,
attempted stealing and plagiarism. Students at the College are bound by honor and by their
acceptance of admission to the College to abide by the code and to report violations. As
members of the College community, students are expected to evidence a high standard of
personal conduct and to respect the rights of other students, faculty, staff members, community
neighbors, and visitors on campus. Students are also expected to adhere to all federal, state, and
local laws. Faculty members are required to report violations of the Honor Code or Code of
Conduct to the Office of Student Affairs. Conviction of an Honor Code violation in this class
will result in the grade of “F” for the course. As a student at the College you have agreed to
uphold the policies outlined in the Student Handbook: A guide to civil and honorable conduct
(2003/2004) both in your coursework and as a representative of the College of Charleston in
field experiences and clinical practice situations. Violations to the Code of Conduct outlined on
pages 10-11 in the Student Handbook will be reported to the Honor Board.
7
As EDEE is a dual program, in that we certify candidates for teacher certification,
professors reserve the right to document violations that would impact student certification (e.g.,
attendance in field experiences and clinical practice, professionalism in schools, etc.).
ADA Accommodations: In compliance with the American with Disabilities Act (ADA), all qualified students are entitled
to “reasonable accommodations.” Please notify the instructor during the first week of class of
any accommodations needed.
Required Technology: Enrollment in this course requires you to utilize the following computer applications:
PowerPoint, Excel, Internet/WWW, OAKS via Internet, e-mail, and Word Processing.
It is expected that you can utilize the above listed computer applications. These computer
applications are available in the College of Charleston managed computer labs located in JC
Long, the Library, and various other campus locations. If you do not have reliable access to
these applications you should plan to use the campus computer laboratories.
Center for Student Learning:
I encourage you to utilize the Center for Student Learning’s (CSL) academic support services for
assistance in study strategies, speaking & writing skills, and course content. They offer tutoring,
Supplemental Instruction, study skills appointments, and workshops. Students of all abilities
have become more successful using these programs throughout their academic career and the
services are available to you at no additional cost. For more information regarding these services
please visit the CSL website at http://csl.cofc.edu or call (843)953-5635.
School of Education Mission:
The mission of the School of Education at the College of Charleston is the development of
educators and health professionals to lead a diverse community of learners toward an
understanding of and active participation in a highly complex world. In pursuit of this mission,
faculty and students will demonstrate:
intellectual curiosity and rigor;
reflective, research-based practice;
collaboration and consensus building;
field-oriented service and community outreach;
and cultural sensitivity and understanding.
MAKE THE TEACHING AND LEARNING CONNECTION
This vision is further defined through elements of teacher competency that organize standards of
effective teaching.
Element of Teacher Competency 1: Understand and value the learner.
Standard I: Evidence theoretical and practical understanding of the ways learners
develop.
8
Element of Teacher Competency 2: Know what and how to teach and assess and how to
create an environment in which learning occurs.
Standard II: Demonstrate understanding and application of the critical attributes and
pedagogy of the major content area.
Standard III: Evidence a variety of strategies that optimize student learning.
Standard VI: Demonstrate an understanding of the continuous nature of assessment and
its role in facilitating learning.
Element of Teacher Competency 3: Understand oneself as a professional
Standard IV: Participate in informed personal and shared decision making that has as its
focus the enhancement of schooling and the profession.
Standard V. Communicate effectively with students, parents, colleagues, and the
community.
Standard VII: Show an understanding of the culture and organization of schools and
school system and their connection to the larger society.
Discrepant Event Directions and Rubric (25 pts)
1) Students will present a 10-15 minute demonstration on a science topic. The presentation should focus on a
concept that might be difficult for students to learn or that the general public has difficulty in
understanding.
The demonstration should use science supplies or manipulatives and involve the audience (i.e., the
students).
2) Once the demonstration is over, the presenter must be able to help teach the audience the correct scientific
concept related to the demonstration. This can be done explicitly or implicitly. If done implicitly, then be
careful about making sure that the concept is actually taught or learned.
3) Presenter will have to answer questions at the end of the presentation.
Criterion Exemplary (5 pts.) Proficient (4 pts.) Unsatisfactory (3 pts) Wt. Pts.
Content
Knowledge
ACEI 2c;
NMSA 3;
NSTA 4
Knows content, provides
examples, applies content to
new items, answers
questions, and provides
detail. Presenter provides
some type of suspense or
problem to solve.
Understands and promotes
some correct content. Does
not apply content or give
many examples. No real
problem is presented.
Presentation lacks detail
in content. No links are
made to new situations.
Incorrect content is
provided.
2 10
Clarity of
Speech
Enunciates well. Speaks at a
moderate pace, has good
volume, and limits the use
of ‘ums,’ ‘you know,’ and
‘uhs.’
Mumbles some words.
Speaks quickly, soft in
voice projection, and uses
‘ums,’ ‘you know,’ and
‘uhs.’
Soft spoken. Speaks too
slowly or quickly and
uses many ‘ums,’ ‘you
know,’ and ‘uhs.’
1 5
Audience
Participation
The Audience is included by
way of questioning,
predicting, participation,
and observing. Presentation
is student-centered.
Audience is only considered
in less than 2 of the actions.
Presentation is student-
centered.
Audience is not
considered in the
presentation.
Presentation is teacher-
centered.
1 5
Organization There is a logical sequence.
Materials are ready.
Presentation is between 5
and 15 minutes.
The sequence is staggered.
Materials are not ready.
Presentation is under 5
minutes.
The sequence is not
present. Materials are not
ready. Presentation is
either really short or over
15 minutes.
1 5
9
Rubric for 5-E Lesson Plan (50 pts)
Criterion 5 pts. 3 pts. 1 pt.
Accommodations PS 7; NMSA 5
Describes student with disability
Lists two ways to accommodate
disability
Describes student with disability
Lists one way to accommodate
disability
Describes student
with disability
Technology ISTE 2
Uses more than one PPt. or video
for content.
Is integrated well with lesson plan.
Is placed well in the order of the
lesson.
Uses one PPt. or video for content.
Is placed well in the order of the
lesson.
Provides
technology in the
form of a video or
PPt.
Graphic
Organizer PS 7
Selects an appropriate GO for the
content.
GO is used appropriately in the
sequence of the lesson.
Directions are given for
completing GO.
Model or completed GO is
provided.
Selects an appropriate GO for the
content.
Directions are given for completing
GO.
Model or completed GO is
provided.
Selects an
appropriate GO
for the content.
Engage NSTA 3; NSMA 4;
PS 5
Is student-centered and focuses on
student interest and background
knowledge.
Engages student.
No direct instruction of content.
Transition to Explore.
Engages student.
No direct instruction of content.
Transition to Explore.
Engages student.
Explore NSTA 3; NSMA 4;
PS 5
Is student-centered and involves
interaction with items or
resources.
Activity is hands-on.
Describes a question or problem to
solve.
Involves interaction with items or
resources.
Activity is hands-on.
Activity is hands-
on.
Explain NMSA 3; NMSA 4; NSTA 4; ACEI 2c
Teacher-centered.
Lists content necessary for
students to learn.
Explains “how” teacher gets
content to students.
Logical flow of content and ideas.
Teacher-centered.
Lists content necessary for students
to learn.
Logical flow of content and ideas.
Teacher-centered.
Lists content
necessary for
students to learn.
Elaborate NSTA 2; NSTA 7; NMSA 3
Applies knowledge to more than
one situation.
Students develop the external
applications and examples.
Teacher provides models of
applications and examples.
Applies to new context.
Applies knowledge to more than
one situation.
Teacher provides models of
applications and examples.
Applies to new context.
Teacher provides
models of
applications and
examples.
Evaluate NSTA 8; NMSA 5
Instrument or activity is provided
and summarizes content learned.
Directions and key are provided.
Instrument is provided.
Directions and key are provided.
Instrument is
provided.
Handouts/
Resources
Hand-outs are provided,
appropriate, and connected to
content.
Hand-outs are provided, and
connected to content.
Hand-outs are
provided.
Teacher Notes NSTA 6
Teacher content notes are provided
and relate directly to state
indicators.
Content explains possible
misconceptions of students.
Teacher content notes are provided
and relate directly to state
indicators.
Teacher content
notes are
provided.
10
Website Comparison (50 pts.)
For this assignment, you will have to evaluate, compare, and contrast two opposing websites on the same topic. For
example, you will look at a government website on logging and deforestation and compare that site to a website put
out by the "Friends of the Trees." After having decided upon a topic and two opposing websites generated by
different viewpoints, you will have to evaluate each website on the criteria below, and then compare the websites on
content accuracy, similarities and differences in content, and applicability for use in a middle or high school
classroom. For each criterion, determine a rating and give a 1 sentence reason why you assigned that value. You
may download a hard copy of this table also. For the final paper to turn in, you must cut and paste the URL for each
website at the top of each table.
Criteria for website evaluation: (1 point for each assigned value and reason; Complete the table for each website.)
Criteria Rating
1. The source and information of the site are valid? Yes Mostly No
2. The content and scientific information was primary, secondary? Yes No
3. The method for gathering information was clear and present? Yes Mostly No
4. Opinions and comments are objective? Objective - Subjective
5. Language and graphics are free from sensationalism? Inflaming - Neutral
6. Website negatively targets a particular group? Targets - Neutral
7. Opposing viewpoints are acknowledged? Opposing – Their Own
Criteria for contrasting and comparing the two websites above: (6 pts. each)
1. What topics and ideas are portrayed differently between the websites?
2. What topics and ideas are similarly portrayed by the two websites?
3. How does the nature of science integrate with the content of the websites?
Criteria for report: (6 pts. each)
1. Explain how one of these websites might increase your students’ scientific literacy.
2. Explain how you as a science teacher would use the websites in the classroom.
3. Explain the unifying scientific concepts in these websites.
11
Criteria for website evaluation:
Criteria scaling (1 pt.) and rationale (1 pt.) for all 7 questions
Contrasting and Comparing Websites: Written response to questions will be graded using the rubric below.
The paper you submit to the Instructor via email as an attachment, hard copy in class, or through OAKS and include
the 13 scales and rationales for each website and the written paragraph contrasting and comparing the websites.
Criteria Excellent (6 pts.) Satisfactory (4 pts.)
Differences
ISTE 1; ISTE
2
Differences between websites are discussed in depth with
examples.
Differences between websites are not
fully explained.
Similarities
ISTE 1; ISTE
2
Similarities between websites are discussed in depth with
examples.
Similarities between websites are not
fully explained.
Nature of
Science
NSTA 2
Nature of Science attributes are related to website criteria with
thorough explanations and connections based upon the 7
attributes of the NOS.
Nature of Science attributes are
discussed but not necessarily tied to
website criteria.
Report Criteria
Criteria Excellent (6 pts.) Satisfactory (4 pts.) Unsatisfactory (2 pts.)
Scientific
Literacy
NSTA 4;
NSTA7;
Explains how scientific concepts
can be learned using this
assignment and how this
knowledge can be used for
personal, communal, and cultural
reasons.
Explains how scientific
concepts can be used for
personal, communal, and
cultural reasons.
Does not explain how scientific
concepts can be used for
personal, communal, and cultural
reasons.
Teachers
ISTE 2; ISTE
3
Explains how teachers could use
the websites for activities,
projects, and pedagogically.
Focuses on how students can
learn information and use
website.
Explains how teachers could
use the websites for activities,
projects, and pedagogically.
Little mention of a student
focus.
Does not explain how teachers
could use the websites for
activities, projects, and
pedagogically.
Unifying
Concepts
NSTA 6
Lists the unifying concepts of the
website and how they are aligned
with state or national standards.
Lists unifying concepts. Lists only topics and concepts.
12
Design an Experiment
(25 points)
Each candidate will ask a question about some phenomenon they have observed in nature. This phenomenon could
have been mentioned by a friend, seen on TV, or discussed in an article. The candidate will develop an experiment
to prove the assertion or answer their question about the phenomenon. Please see below for a list of topics and/or
questions that have already been asked.
1) Select a topic or concept to be explored.
2) Determine a question or assertion.
3) Develop and perform an experiment to explore the question or assertion
4) Develop a PowerPoint presentation or similar technological presentation that includes the following items (25
points):
An introduction
The Problem, question, or assertion
The procedure or process
Data presented in graphs, charts, and/or tables
List of variables (control and altering)
5) For example, if Bounty is the quicker picker upper, then you should have a table of different amounts of water or
juice, and the number of towels it took to pick up all of the juice for different brands. You could have tables, charts,
graphs, pictures, and actual products.
Example questions or topics that cannot be repeated:
1) Does Chex cereal stay crunchy in milk?
2) How many dunks before you get to the Tootsie of a Tootsie Pop?
3) Do energizer batteries last the longest?
4) Which type of sponge is most absorbent?
13
Criteria Exceptional (5 pts.) Acceptable (4 pts.) Passing (2 pts.) Unsatisfactory
(1 ) pt.
Introduction
PS 5; NSTA 4
Introduces the topic in such a
way that engages the audience.
The topic relates to personal
experiences of both you and
your audience.
Thoroughly explains why the
topic is important to know.
Briefly introduces topic to
audience.
Topic shows some relevance
to personal experience.
Somewhat explains why the
topic is important.
Topic is introduced
as a statement.
No relevance to
students.
No importance given.
Topic is not
introduced;
just a title.
Procedure
NSTA 3; NSTA
6; NMSA 3
Uncomplicated directions.
Wording & vocabulary is easily
understood.
Materials & their uses are
explicitly stated and throughout
the procedure.
Procedure is sequences in a
logical order.
The steps of the procedure
should lead to accurate
results. (No discrepancies.)
Directions stated.
Wording &
vocabulary is
familiar.
Materials and their
uses are stated, but
not consistent.
Lack of detail
and
organization.
Confusing and
hard to follow
starting and
end points.
Data
Presentation
NSTA 3; NSTA
6; NMSA 3
Data is presented in multiple
ways (chart, graph, raw).
Data reflects an interpretation.
Data is organized.
Data is presented in one
manner.
Data is difficult to interpret.
Data is organized.
Data is presented in
one form that is
uneasy to interpret.
Data is not
presented.
Variables
NSTA 3; NSTA
6; NMSA 3
Clear and defined distinction
between controlled
(independent) and altered
variables (dependent).
Detailed explanation of how
variables were used in
experiment.
Independent and dependent
variables included.
Explains how variables were
used in experiment.
Variables are given,
but are inaccurate.
Variables are not
explained.
No variables
are given, or
some are given
but completely
incorrect.
Problem
NSTA 3; NSTA
6
Problem is solvable, clearly
stated, linked directly to the
experiment, and engaging.
Problem is solvable, mostly
clearly stated, linked to
experiment with some flaws,
and is engaging.
Problem is somewhat
solvable, unclear,
partially linked to
experiment, and low
in engagement.
Problem is not
stated.
14
Science Education Reform (50 pts)
Candidates, in groups of 4, will study one of the following science education reform documents:
o Comparing TIMSS, NAEP, and PISA
o Investing in US Innovation
o National Summit
o STEM Report
o Tapping America’s Potential
o New Standards Framework
Chap. 1 – Introduction
Chap. 2 – Developing Goals for K-12 Science and Engineering Education
Chap. 3 – Core Disciplinary Ideas
Chap. 4 – Cross-Cutting Elements (25 pages)
Chap. 5 – Scientific and Engineering Practices (25 pages)
Chap. 6 – Putting the Dimensions Together: Performance Expectations
Chap. 7 – Prototype Learning Progressions
Articulating, Life Science, Earth Science, Physical Science, & Engineering and
Technology
1. You and your group must research and read up on your assigned document. Develop a PowerPoint (to be
presented in class) AND a 4-6 page summary.
2. The PPT presentation and summary are due Tuesday, April 2, 2013.
Document Hint
TIMSS, NAEP, and PISA Focus on the differences and similarities of each. How and why
can we use them?
Investing in US Innovation What does this document say about business and education?
How does this affect your classroom?
National Summit What does this document say about business and education?
How does this affect your classroom?
STEM Report What is STEM and what can we do?
Tapping America’s Potential What does business need from the STEM community?
New Standards: Chap. 1 Why do we need them?
New Standards: Chap. 2 What are the Key Elements and Strands? What are they?
New Standards: Chap. 3 What are core ideas and why do we need them?
New Standards: Chap. 4 What are they and why do we need them?
New Standards: Chap. 5 Are Practices the same as the scientific method?
New Standards: Chaps. 6-7 & Articulating & Life
Science
General Idea of the flow of concepts and ideas.
New Standards: Chaps. 6-7 & Articulating & Earth
Science
General Idea of the flow of concepts and ideas.
New Standards: Chaps. 6-7 & Articulating & Physical
Science
General Idea of the flow of concepts and ideas.
New Standards: Chaps. 6-7 & Articulating &
Engineering and Technology
General Idea of the flow of concepts and ideas.
15
Student Assignments for Document Summary
Document Students in Group
TIMSS, NAEP, and PISA
Investing in US Innovation
National Summit
STEM Report
Tapping America’s Potential
New Standards: Chap. 1
New Standards: Chap. 1
New Standards: Chap. 2
New Standards: Chap. 3
New Standards: Chap. 4
New Standards: Chap. 5
New Standards: Chaps. 6-7 & LS
New Standards: Chaps. 6-7 & ES
New Standards: Chaps. 6-7 & PS
New Standards: Chaps. 6-7 & ET
The grade for this assignment is dependent upon 3 items: document summary, presentation, and
discussion. The first and second are group grades while the online discussion is individually
graded. 50 points are possible. The point breakdown and rubric are as follows:
Criteria 10 pts. 6 pts. 2 pts.
Document
Summary ACEI 2c; NMSA 3;
NSTA 6
The summary captures the essence
of the document and includes the
content, political ideas, and
classroom applications.
The summary doesn't clearly
relate to science classroom
applications.
Summary is short and contains
few references to science
content and teaching.
PowerPoint ACEI 2c; NMSA 3;
NSTA 6; ISTE 3
The presentation captures the
science content of the document
and includes the purpose, political
ideas, and classroom applications.
The presentation doesn't
clearly state the intent of the
document for science teaching
and learning.
Presentation is short and
contains few references to
science content and teaching.
Personal
Responses
Comments support other people
making additional comments.
Responses reflect an understanding
of what others stated.
Comments reflect a cursory
understanding of the issues
raised by others.
Comments reflect a poor
understanding of the issues and
allows for only short answers.
Number of
Responses
Students respond a minimum of 2
times for each document.
Students respond 1-2 times for
most documents.
Students respond less than
adequately for all documents.
Nature of
Comments
Comments are highly thought
provoking and relate to content in
the documents.
Comments are interesting, but
do not stimulate further
thought.
Comments are shallow and
repeat content in documents
without furthering the
discussion.
16
Assessment in Science (50 pts)
Purpose: The purpose of this assignment is to introduce candidates to the world of assessment by evaluating and
analyzing a cooperating teacher’s unit plan for assessment.
Objective: Candidates must ask for any and all assessment items from the teacher that he/she would use in a unit of
science.
Procedure:
1. Ask cooperating teacher for any and all assessment items for a science unit for his/her grade level.
2. Assessment items can include any homework problems and directions, quizzes, tests, worksheets,
assignments, projects, etc. In other words, you must collect anything that gives the teacher a point value
that counts toward a grade for the student.
3. Compile chronologically all of the items into one folder and label each assessment.
4. For each individual problem or item, place the indicator number next to it. (e.g., 4-3.6)
5. Provide a Key or answer sheet to each assessment instrument. Make sure there is a point value associated
with each question on each assessment instrument. If the teacher has not done this, then you need to
develop the Key and provide a point value.
6. Develop a table that includes each assessment instrument, the points possible, percent for each instrument
out of the total possible points, the type of assessment instrument, and the indicators evaluated in that
assessment instrument.
Sample Table of Assessment
Assessment Instrument Points
Possible
% of Total
Points
Type of Assessment Indicators
Worksheet 5.4 20 13 Traditional worksheet
Lab – Chemical Reactions 25 17 Hands-on laboratory
Reaction Mechanism Project 65 50 Authentic
7. Develop another table that includes the points possible and the indicators evaluated in that assessment
instrument.
Sample Table of Indicators Assessed
Indicator Points Possible % of Total Points
5-4.5: Explain how the solute and the solvent in a solution
determine the concentration.
38 30
5-4.6: Explain how temperature change, particle size, and stirring
affect the rate of dissolving.
44 35
5-4.7: Illustrate the fact that when some substances are mixed
together, they chemically combine to form a new substance
that cannot easily be separated.
14 11
5-4.8: Explain how the mixing and dissolving of foreign substances
is related to the pollution of the water, air, and soil.
30 24
8. Answer the following questions (10 pts):
a. Why do you think certain types of assessment items used? Is there a pattern as to the type used and
when they are used?
b. How does the teacher or you compile a grade or evaluate the student for this unit based upon the
assessment items?
c. How are all of the indicators assessed? Are they of equal value? do the assessment instruments
adequately cover the content?
17
d. What would you do differently to assess student understanding for this unit focusing specifically
on these indicators? Be specific about your potential assessment types, the point values, and
number of assessment instruments.
Rubric (40 pts) + (10pts from 4 questions = 50 pts)
Criterion 5 points 3 points 1 point
Assessment Folder
NSTA 8
Folder contains a minimum of 5
items arranged chronologically.
Folder contains less than 5
items and is not arranged
chronologically.
Folder does not contain
any appropriate assessment
instruments.
Types of
Assessments
NSTA 8
NMSA 5
The type of assessment for each
instrument is labeled.
Some instruments are mis-
labeled.
All instruments are mis-
labeled.
Key and Point
Values
Each assessment item contains a
Key with point values on each
question or project.
Some assessment items
contain a Key with point
values on each question or
project.
Few assessment items
contain a Key with point
values on each question or
project.
Table of
Assessment
The table provides each
assessment instrument with the
point values, percentage, and
type of assessment.
The table provides each
assessment instrument with
the point values and
percentage.
The table provides each
assessment instrument with
the point values.
Indicators
NSTA 6
Indicators are aligned with the
questions for all assessments.
Most of the questions on
the assessments are aligned
with the Indicators.
Few questions are aligned
with Indicators.
Table of Indicator
Alignment
NSTA 6
Table provides a clear alignment
of the standards and indicators
that are assessed throughout the
unit. An explanation evaluates
the extent of indicator and
content coverage.
Table provides a clear
alignment of the standards
and indicators that are
assessed throughout the
unit. An explanation
discusses content coverage.
Table shows an alignment
of the standards and
indicators. No explanation
is given.
Why
NSTA 8
Explanation is 1 paragraph and
details a developmental reason
for the type and sequence of
instruments.
Explanation is 1 paragraph
and details a practical
reason for the type and
sequence of instruments.
Explanation is 1 paragraph
and mentions some reasons
for the type.
Grade An explanation is given as to
how the grade for the student is
compiled.
A nebulous reason for
grade assignment is given.
No real reason is given.
18
5E Inquiry Lesson Plan (50 pts)
(In groups, pairs, or alone)
Objective: In this assignment you will develop a lesson plan for a science topic that follows the 5-E Learning Cycle
approach that incorporates INQUIRY.
Directions:
Select a science topic from the state standards
Develop or modify an existing lesson plan for that science topic so that the format fits the 5-E Learning
Cycle approach.
The Lesson Plan should have the following components:
1. Engage – This component is a hook, activity, demonstration, puzzle, comic, illustration, or other
attention grabbing pedagogical tool to orient the students to the topic at hand. This should be
student centered, extract students’ prior conceptions, and doesn’t give away too much content
information.
2. Explore – The engagement tool should naturally lead into an activity in which the students are
participating in a hands-on activity. This activity should be student-centered and include a focus
on the students’ cognitive level, the use of manipulatives, multiple levels of solving the problem,
and inquiry pedagogy. The transition from the engagement item to the hands-on experience should
be smooth and related conceptually. There should be a goal with multiple ways to solve a problem
or get to the goal.
3. Explain – There should be some pedagogical tool to help explain the content and or processes of
the activity for the students. The content should be conveyed to the students in some fashion.
4. Elaborate – The content should be related to practical applications in the everyday lives of the
students. Good examples could comment on the nature of science, personal and social
perspectives, and/or technology.
5. Evaluation – The assessment device should evaluate the learned knowledge and experiences of the
students.
Additional Components:
These are additional items that will need to go into your lesson plan either before or after the 5-E procedure and
explanation.
Materials
State Content Standards
Safety concerns if applicable
Handouts for the students
Goal or product for the students to complete and turn in.
EDEE 641_S14
Godfrey
19
Assessment: the following rubric will be used to assess the quality of your lesson plan. It is worth 50 pts. (1 point for your name).
Criteria Standards 7
Excellent
6
Target
5
Acceptable
3
Needs Improvement
1
Unacceptable
Engage: Attention
Directing
Tool
ETC 2.III,
ACEI 1, 2.2,
NMSA 5
Engagement reflects how
science can be related to
the needs of students, the
local community, and
society at large. Students
are motivated. Students’
prior knowledge and
misconceptions are
obtained for use later on.
Engagement connects
to some aspect to
students’ lives.
Students’ prior
knowledge and
misconceptions are
obtained.
Activity introduces
students to the
concept and relates
broadly to their lives.
The engagement is
mostly teacher
centered.
Activity barely relates
to the lives of the
students and is
completely teacher
centered.
Activity does not
relate to the
students’ lives
and is teacher
centered.
Explore: Transition ETC 2.III,
ACEI 2, 3.1
The transition smoothly
uses instructional ideas
that center on students’
prior understanding and
connects to the new
process.
The transition
prepares students for
the activity by using
engaging instructional
ideas.
The transition is
teacher directed and
connects the
engagement ideas
with the next activity.
The transition is choppy
and not focused on the
student.
The transition is
not apparent.
Explore: Problem
solving
ETC 2.II,
ACEI 3.3
The instructional
strategies are based upon
effective teaching
strategies, such as
activating prior
knowledge and
encouraging exploration.
Problem solving should
start with a student idea.
Problem solving is
determined by the
student. Some
connection to prior
knowledge is
activated.
Problem solving is
agreed upon by
teacher and student.
Some connection to
prior knowledge.
Problem solving is
determined by the
teacher. No connection
to prior knowledge.
There is no
apparent problem
to solve and
teacher must
make up
something.
Explore: Use of
inquiry
principles
ETC 2.III,
ACEI 2.2,
NMSA 4, 5
The process is student
centered and created. A
final product is
achievable. Lesson acts
upon the prior knowledge
of students. There is not
preset direction for
problem solving.
The process is student
centered, but teacher
helps create process.
The teacher helps
guide student to
achieve final product
through problem
solving algorithms.
The process is co-
created by teacher and
student. Instruction
allows student some
flexibility in the
problem solving
process.
The process is teacher
determined. Student
must follow a certain
process to achieve end
product.
The process is
teacher directed.
Students follow a
traditional type
activity.
EDEE 641_S14
Godfrey
20
Explain: Content ETC 2.II,
ACEI 2.2,
NMSA 4, ISTE
1
The content is based
upon the students’
experiences in the
activity, relates to their
processes, is collected
and discussed
individually and in
groups, and integrates
literacy and technology
skills. The content
conveys understanding of
concepts in one of the
four science areas.
The content is based
upon general
experiences and
processes. The content
is discussed
individually and as a
group. Literacy and
technology skills are
used. The content
conveys
understanding of
concepts in one of the
four science areas.
The content is
conveyed to the
students. The teacher
summarizes the
processes. Some
literacy and
technology skills are
reviewed. Science
concepts are
conveyed.
The content and
processes conveyed are
teacher centered. All
skills learned are
summarized and
determined by the
teacher in a whole class
setting.
The content is
given to the
students and may
not apply to the
activity at hand.
Elaborate: Application ETC 2.II,
ACEI 2.2,
NMSA 4
The discussion and
application of content
applies to other fields of
science, the local
environment, and
students’ lives. It is
student centered.
Relevant and multiple
examples are elicited.
The discussion and
application of content
applies to science and
students’ lives. It is
student centered.
Relevant and multiple
examples are
provided.
The discussion and
application of content
using examples is
teacher generated and
relates to the lives of
students.
The discussion and
application of content is
teacher generated.
There is no
discussion and
application of
content.
Evaluation: Assessment
device
ETC2.VI,
ACEI 2.2, 4,
NMSA 3, 5
The type of assessment
given highlights the
students’ prior
knowledge,
misconceptions, and
processes from the
activity. The type of
assessment is
developmentally
appropriate, and related
to students’ learning
experiences and subject
matter.
The type of
assessment given
reflects students’ prior
understandings of
content and processes.
The assessment is
developmentally
appropriate and
related to the subject
matter.
The type of
assessment given
reflects students’ prior
understandings of
content and processes.
The assessment is
related to the subject
matter.
The type of assessment
given tests content
knowledge and
processes.
The assessment is
a standard test
with little
connection to the
students’
experiences in the
activities.
EDEE 641_S14
Godfrey
21
Standards covered in this assignment:
Organization Standards Covered
ACEI 1 - Development, learning, and motivation. Candidates know, understand, and use the major concepts, principles, theories, and
research related to development of children and young adolescents to construct learning opportunities that support individual
students' development, acquisition of knowledge, and motivation.
2.2 – Science. Candidates know, understand, and use fundamental concepts in the subject matter of science as well as the unifying
concepts of science and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific and
technological literacy.
3.1 - Integrating and applying knowledge for instruction. Candidates plan and implement instruction based on knowledge of
students, learning theory, subject matter, curricular goals, and community.
3.3 - Development of critical thinking, problem solving and performance skills. Candidates understand and use a variety of
teaching strategies that encourage elementary students' development of critical thinking, problem solving, and performance skills.
4 - Assessment for instruction. Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate,
and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each
elementary student.
NMSA 3 - Middle Level Curriculum and Assessment. Middle level teacher candidates understand the major concepts, principles, theories,
standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice.
4 - Middle Level Teaching Fields. Middle level teacher candidates understand and use the central concepts, tools of inquiry,
standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop
all young adolescents’ competence in subject matter and skills.
5 - Middle Level Instruction and Assessment. Middle level teacher candidates understand and use the major concepts, principles,
theories, and research related to effective instruction and assessment, and they employ a variety of strategies for a
developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents.
C of C - SOE ETC 2.II – Demonstrate understanding and application of the critical attributes and pedagogy of the major content area.
ETC 2.III – Evidence a variety of strategies that optimize student learning.
ETC 2.VI – Demonstrate an understanding of the continuous nature of assessment and its role in facilitating learning.
Recommended