Designing Science Units and Courses of Study
Transcript of Designing Science Units and Courses of Study
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Designing Science Units
Chapter 7
Designing Science Units and Courses
of Study
259-289
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Designing Science Units
How to Read This Chapter
This chapter has been organized to help you design a
unit of science teaching, which will be called a mini-
unit. It is advisable that you work through this
chapter from beginning to end. When you finish the
chapter, you will have created the following products:
A rationale for a science unit including general science
education goals. A list of objectives (we'll call them intended outcomes)
for a science unit grouped according to type of student
learning.
A concept map showing the relationships among the
central ideas in your unit.
An instructional plan (a set of lesson plans) describing
the unit, including what learning objectives are
intended, and the strategies you will employ to help
student achieve the unit's objectives.
An assessment plan describing measures to assess the
major objectives of the unit to provide feedback to the
students, and feedback for you on the effectiveness of
your science unit.
DesigningScienceUnits &
Couses ofStudy
PedagogicalContent
Knowledge(PCK)
InquiryActivity:
PCK
UnitDesignProcess
Model andSampleLessonPlans
InquiryActivity 7.2:DesigningTeachingMaterials
DirectInteractiveTeachingModelPlans
CooperativeLearning
Model Plans
Inquiry/Laboratory
Model Plans
ConstructivistModel Plans
Course ofStudyDesignProcess
InquiryActivity 7.3:The Course
Syllabus
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Designing Science Units
Invitations to Inquiry
What is pedagogical content knowledge? How is it different than contentknowledge?
What processes can be used to design an instructional plan?
How should a teacher proceed to develop a mini-unit of instruction?
What are intended learning outcomes? How do cognitions, affects, cognitiveskills and psychomotor skills differ?
How can cognitive maps be utilized in the planning and development ofteaching materials?
What are the elements of the following types of lessons: direct/interactive,
cooperative learning, constructivist and inquiry/laboratory? What are the elements of a course of study?
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Designing Science Units
Chapter 7 Map
DesigningScienceUnits &
Couses ofStudy
Pedagogical
ContentKnowledge(PCK)
InquiryActivity:
PCK
UnitDesignProcess
Model and
SampleLessonPlans
InquiryActivity 7.2:DesigningTeachingMaterials
DirectInteractiveTeachingModelPlans
CooperativeLearning
Model Plans
Inquiry/Laboratory
Model Plans
ConstructivistModel Plans
Course of
StudyDesignProcess
InquiryActivity 7.3:The Course
Syllabus
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Designing Science Units
Inquiry Activity 7.1: Pedagogical
Content Knowledge (PCK) Using the web resources identified
in the Inquiry, you are going toidentify a set of concepts in acontent area, and then identify
teaching suggestions for them. For concepts, you can access:
National Science Education Standards - Contents
Benchmarks On-Line
For curriculum & teaching you canaccess:
CSE K-12 Science Curriculum Dissemination Center ENC Online: A K-12 math and science teacher center.
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These are fast plants. What are are they? How could
fast plants help you teach concepts in biology?
http://www.nap.edu/readingroom/books/nses/html/http://www.project2061.org/tools/benchol/bolintro.htmhttp://cse.edc.org/work/k12dissem/materials.asphttp://www.enc.org/http://www.enc.org/http://cse.edc.org/work/k12dissem/materials.asphttp://www.project2061.org/tools/benchol/bolintro.htmhttp://www.nap.edu/readingroom/books/nses/html/ -
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Designing Science Units
PCK
PCK is a teachers knowledge ofhow to help students understand
specific subject matter.
Key questions include: What shall I do with my students
to help them understand this
science concept?
What materials are available to
help me?
What are my students likely toalready know and what will be
difficult for them to learn?
How shall I best evaluate what my
students have learned?
How would this help you teach about water on Mars?
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Designing Science Units
The Art of Designing Teaching
Materials: A Constructivist Approach Just as an artist uses physical and intellectual
tools to make a painting, this chapter presentsyou with tools to artistically design teachingplans and associated materials.
A cyclic process is outlined in this chapter to
help to develop ideas for a science mini-unit. Inquiry 7.2 will guide you through the process
which is detailed on pp. 265-280.
To help you with the process, I have linked toa mini-unit developed by Jaime Delaney, aformer graduate student at Georgia StateUniversity, and now a teacher in Colorado.Refer to it while you develop your own.
Youll find lesson plans, a rationale, a conceptmap, and examples of outcomes, andevaluations.
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The design process is a creative model to
develop teaching materials.
leads to
leads to
leads to
leads to
leads to
Brainstormideas for
content mini-unit
Identify FocusQuestions &
Outcomes
Writing arationale
DevelopSpecific
Lesson Plans
Implementationand evaluation
(feedback) of themini-unit
CategorizeOutcomes
Develop aConcept Map
for the unit
Categorizing& Organizingobjectives &
outcomesList Potential
Activities
Revision ofmini-unit based
onimplemenation
Mini-unitDesignProcess
http://www.delaneyweb.com/teems/miniunit/index.htmlhttp://www.delaneyweb.com/teems/miniunit/index.html -
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Designing Science Units
Mini-Unit Design Process
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leads to
leads to
leads to
leads to
leads to
Brainstormideas for
content mini-unit
Identify FocusQuestions &
Outcomes
Writing arationale
Develop
SpecificLesson Plans
Implementationand evaluation
(feedback) of the
mini-unit
CategorizeOutcomes
Develop aConcept Mapfor the unit
Categorizing& Organizingobjectives &
outcomesList Potential
Activities
Revision ofmini-unit based
onimplemenation
Mini-unit
DesignProcess
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Designing Science Units
Inquiry Activity 7.2: Designing a
Science Mini-unit This Inquiry leads you through
the design process. Use the text,and the associated steps todevelop your ideas.
Some of the steps should bedone with peers, especially atthe beginning to generate ideas,but also throughout to receivefeedback on your outcomes,lesson plans and evaluations.
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leads to
leads to
leads to
leads to
leads to
Brainstormideas for
content mini-unit
Identify FocusQuestions &
Outcomes
Writing arationale
DevelopSpecific
Lesson Plans
Implementationand evaluation
(feedback) of themini-unit
CategorizeOutcomes
Develop aConcept Map
for the unit
Categorizing& Organizingobjectives &
outcomesList Potential
Activities
Revision ofmini-unit based
onimplemenation
Mini-unitDesignProcess
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Designing Science Units
Design Step 1: Brainstorming
This should be a fast, free-flowing listing of
terms, words, and phrases for the topic of
your mini-unit. Work with a few peers togenerate ideas.
You might want to look at the Standards
and/or Benchmarks to spark yourbrainstorming.
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Designing Science Units
Design Step 2: Name Your Mini-
unit This is way to give your unit focus---
naming it helps.
Some ideas from your peers include: Touring the tropical forests
Wet and wild wetlands
Sensational sediments Are we burning up? Global warming
What if you had a volcano in your backyard?
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Design Step 3: Identify Focus
Questions Focus questions should help you define the
heart of your unit or course. Two or three
well designed questions will help you andyour students makes links to their prior
knowledge and experience and help
establish a rationale for the unit.
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Design Step 4: Identify Intended
Learning Outcomes Use your initial list of ideas to create a list
of intended learning outcomes. Outcomes
are statements of what you want students tolearn. Outcomes are not activities or things
that your students will do. They are skills,
concepts, and values you intend the studentswill learn.
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Design Step 5: Categorize
Outcomes In this step, you will
sort your outcomesinto skill and nonskillcategories.
Here is an example ofintended outcomesfrom an environmentalunit categorized intononskill and skillgroups.
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Environmental Problems in Our Community
Non-skill Outcomes Skill Outcomes
respects the environment
energy webs and foodchainspollutionknows how acids affect riverwaterunderstands biodegradable
ability to analyze a sample
of watercan measure the pH ofliquidscan write equations forchemical processes
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Design Step 6: Develop a
Concept Map of the Unit Use the ideas developed
by Novak and Gowin (p.
267) to develop a map of
your mini-unit. Youve
probably revise this as you
further develop the unit.
The map is a tool for your
planning and yourstudents learning. Share it
with them.
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contain contain
linking words
combine
combine
generate own foodvia
contain
Foodchains
Consumers Decomposers
HerbivoresCarnivoresOmnivores
OrganicDebris
Inorganicsubstances
Producers
Photosynthesis
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Designing Science Units
Design Step 7: Write a Rationale
At this stage youve workedwith your unit enough so thatyou can write a rationale. Thinkabout:
How it will affect the future ofthe students.
How it contributes to societalissues.
How it reflects the spirit and
character of the scientificenterprise.
See the samples in the text.Here is part of one rationale.
Science education in this modern world of highinformation availability must be an inquiry basedexercise. Science, itself, must be defined as a verb, anaction, and a method of looking at the world. Andwhen the world, with all of its uniqueness andexceptions to the rulesis readily available throughthe Internet, simple memorization of facts canbecome useless. Student must use their brainpowerfor finding the threads that connect and related allthings. In this study of volcanoes, the Mt. St. Helensexample is used to show the power and themagnitude of a volcano; the devastation of all formsof life that occur following a blast. The lesson intent
is to explore how a volcano affects more than justgeology of the area. The example is used to showhow life in a devastated area reforms and rejuvenates.
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Design Step 8: Categorize Outcomes--
Cognitions, Affects and Skills This step you will actually delay until
after you have listed potential activities(step 9), and written lesson plans (step10). You can then pull your outcomesfrom your lesson plans, and categorize
them into four groups: Cognitions
Affects
Cognitive skills
Psychomotor skills
You should, however, review the nature ofthese categories of outcomes before yougo to the next two steps.
Use the map on the next slide, and textmaterial (pp. 269-273) to write out oneoutcome for each category related to yourmini-unit.
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Summary of Learning Outcomes
Cognitions Concepts and
propositionsAffects Attitudes andfeelings
Cognitive Skills Cognitive abilitiesPsychomotor Skills Motor and laboratory
abilities
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Map of Learning Outcomes
IntendedLearningOutcomes
C ognition A ffects CognitiveSkills
PsychomotorSkills
Concepts andPropositions
Studentsshould graspthe meaning
of...(igneaousrocks)
Feelings,values andattitudes
Studentsshould
learn thatknowledgeis tentative
Intellectualcompetencies
Studentswill be abletopredict
the locationof moon.
Methodicalprocedure,technique,dexterity,
orderliness
Students willbe able use acompound
microscope.
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Designing Science Units
Design Step 9: List Potential
Activities Now that you have a
framework for your mini-unit,
you can do some exploring of
science activities (use onlineand print resources), and then
brainstorm with peers a list of
potential activities. For web
resources, check the section On
the Web in The Art of Teaching
Science text, or at the Art of
Teaching Science online site.
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Potential Activities
Ive included a
collection of Planning
Activities in theGazette of this
chapter. Take a look
at them for examples
of activities for youunit, and for further
ideas on lesson plans
Planning Activity 7.1: Earth Science:Shake, Rattle and RollPlanning Activity 7.2: Earth Science:
DontTake it for GranitePlanning Activity 7.3: Life Science:Light on: Responses of EarthwormsPlanning Activity 7.4: PhysicalScience: Chemistry in the BagPlanning Activity 7.5: Physical
Science: an Eggzact Experiment
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Design Step 10: Develop Lesson Plans
The mini-unit should contain betweenfour and six lesson plans. You will findthree types of templates for developingyour plans. I recommend the first one,the Constructivist template, as there are
many examples in the Art of TeachingScience, and Jaime Delaneys site,shown here, used the same template inthe development of her lesson plans.
Sketch out your plans using thetemplate of your choice, and then meetwith at least one peer to explain the
plans, and solicit feedback. Finalizeyour plans. Now you can pull all of theoutcomes from your plans, and createan organization of your learningoutcomes, as suggested in Design Step8.
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Link to Jaime Delaneys Mini-unit to see
examples of lesson plans, and other elements
of the mini-unit.
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Designing Science Units
Design Step 11: Develop an Assessment Plan
Assessment in your mini-unitshould:
Answer questions and providefeedback with regards to
student learning Provide data with respect to
the effectiveness of yourinstructional plans
You might want to look aheadto Chapter 8, and look at
examples of assessments thatyou might use in your mini-unit.
Student Feedback Form
1.During the mini-unit how satisfi ed wereyou as a learner?______very satisfied______satisfied
______unsatisfied______very unsatisfied
2.What could your teacher have done toincrease your satisfaction?
3.What were your favorite activities?
Why?
4.What were your least favoriteactivities? Why
Table 7.9.Student Feedback Form
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Designing Science Units
Design Steps 12 & 13:
Implementation and Feedback Try and teach your
mini-unit to a group ofstudents (elementary,middle or highschool). If you cantdo this, present onelesson to a group of
peers. In either case, video
tape your lesson.
Reflect on your mini-unitby using the feedback youobtained from students,
and peers. A complete listof reflection questions islocated on page 280. Oneexample is: To what extent did students
attain the learning outcomes(objectives) of the unit?
What revisions would youmake in the unit?
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Models and Sample Lesson Plans
In this section of the text, you
will find a collection of sample
lessons as follows:
Direct Instruction--NaturalProcessed Foods
Cooperative Learning--
Mystery at the Ringgold Road
Cut
Inquiry Learning--
Investigating Mass, Volume,and Density
Constructivist Model--
Electromagnetism
280-287
Mystery material from the
Ringgold Road Cut!--see p. 282
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Designing Science Units
Designing a Course of Study
The design of a course of study
uses the same principles as the
development of a mini-unit.
Youll find details on the
elements of a course of study in
this section.
Ive included an example of
each element using a course of
study called Global Science. It
should give you ideas for the
development of your courses of
study, or more complete units of
study.
Rationale and Philosophy of theCourse of Study
Intended Learning Outcomes
Units of StudyInstructional Foci or StrategiesEvaluation Procedures
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Elements of a Course of Study
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Designing Science Units
Inquiry 7.3: Designing a Course
of Study: The Course Syllabus In this activity you will identify and
describe the major elements of a course of
study for an area of elementary, middle orhigh school science. Your product will be a
course syllabus.
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