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EDUC 452 Curriculum and Methods in Secondary

Subjects:Science

Spring 2008

Prof. Luis RodriguezMondays, 4:00 – 6:50 p.m.

WPH 206

Contact Information213-740-3471luisr@usc.edu

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Course Description

This course is based upon educational research, current science teaching practice, as well as national, state, and local educational agencies' (LEAs) recommended objectives and expectations for science education. It is part of the single subject credential course of study at this school and has been designed to assist pre-service teachers develop an understanding of curriculum, instructional methods and materials, and assessment practices and strategies as used in diverse secondary science classrooms. The content of the course builds upon and augments the pedagogical content knowledge and concepts learned in other education and science core courses.

Course Objectives

Through Curriculum and Methods in Secondary Science, pre-service teachers will develop an understanding of the nature of science as a discipline. develop a personal philosophy of science. examine and understand current science education standards and incorporate this

knowledge into classroom teaching practice. determine the scope and sequence of appropriate content for the science core content

areas. effectively design, implement, and present short and long term science standards-based

lessons and thematic units. understand, examine, and develop standards-aligned assessment and evaluation

instruments. design, create, and implement an effective system of rules and procedures to address

safety in the science classroom/laboratory. develop working knowledge of inquiry and culturally-relevant and responsive strategies

and models of teaching science that address the needs of diverse student populations. learn to examine and address student misconceptions. design science learning activities that integrate technology. review protocols for examining student work review protocols for examining instructional materials use reflection and metacognition to evaluate own learning.

Policy on Accommodations for Students with Disabilities

The University of Southern California is committed to full compliance with the Rehabilitation Act (Section 504) and the Americans with Disabilities Act (ADA). As part of the implementation of this law, the university will continue to provide reasonable accommodation for academically qualified students with disabilities so that they can participate fully in the university's educational programs and activities. Although USC is not required by law to change the "fundamental nature or essential curricular components of its programs in order to accommodate the needs of disabled students," the university will provide reasonable academic accommodation. It is the specific responsibility of the university administration and all faculty serving in a teaching capacity to ensure the university's compliance with this policy.

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Procedures for Obtaining Accommodations

Students with disabilities are encouraged to contact Disability Services and Programs (DSP) prior to or during the first week of class attendance or as early in the semester as possible. The office will work with Classroom Scheduling, the course instructor and his or her department, and the student to arrange for reasonable accommodations. It is the student's responsibility to provide documentation verifying disability.

Academic Accommodations

Students seeking academic accommodations due to a physical, psychological or learning disability should make the request to the course instructor prior to or during the first week of class attendance or as early in the semester as possible. Course instructors should require that a student present verification of documentation of a disability from Disability Services and Programs if academic accommodations are requested. The USC Gould School of Law has a unit-specific policy for handling requests for academic accommodations; however, all students with disabilities should register with DSP. Refer to the Law School Student Handbook.

Textbooks and other readings

Inquiry and the National Science Education Standards: A guide for Teaching and LearningScience Framework for California Public SchoolsCalifornia Standards for the Teaching Profession (CSTP)Teaching Secondary School Science: Strategies For Developing Scientific Literacy (9th Edition)

Author: Rodger W. Bybee, Janet Carlson Powell, Leslie W. TrowbridgePublisher: Prentice Hall ISBN: 0132304503

American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th edition). Washington, DC.

Recommended Readings: Unwrapping the Standards by Larry Ainsworth Advanced Learning Press ISBN: 0-9709455-5-8

Course Requirements and Grading.

Group Term Project: Draft a science curriculum plan for a one-year secondary science course.

Teachers should not work in isolation and must constantly seek opportunities to collaborate with colleagues to improve professional practice. As part of this course, students will work collaboratively to complete a ten-part group curriculum project for a secondary science course.

Project components will be submitted throughout the semester and will comprise 60 % of a student’s grade. Groups will be formed according to subject/grade level and must not exceed more than three students. Please refer to Table 1 on page 4 for project component due dates and grading.

Project handouts and descriptions will be discussed in class.

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Table 1. Course Requirements and GradingAssignment

#

Description Date Due % of

Grade

1 Science Teaching Philosophy Statement * 1/28/08 3%

2 Paper on Science Safety and Student Safety Contract* 1/28/08 6%

3 Science Classroom Rules* 1/28/08 3%

4 Action Research Problem Statement 2/11/08 3%

5 Science Course Syllabus/Letter to Parents* 2/25/08 3%

6 Science Lesson Plan # 1* (Inquiry-based) 3/3/08 3%

7 Science Lesson Plan # 2* (Integrating Technology) 3/10/08 3%

8 Science Lesson Plan # 3* (Embedding Culturally-

Relevant and Responsive Education strategies - CRRE)

3/31/08 3%

9 Science Lesson Plan Critique 4/7/08 3%

10 Science Thematic Unit * 4/14/08 6%

11 Teacher-Generated Science Assessment* 4/14/08 3%

12 Science Website critiques (3) 4/28/08 9%

13 Reflective Journal 4/28/08 10%

14 PACT TBD 20%

15 Science Course Curriculum Map* 5/12/08 12%

Participation and attendance 5%

Presentations (5) 5%

*Denotes components of the Group Term Project

All assignments will be submitted in Microsoft Word using12 point Times Roman, double-spaced, one-inch margins, and must follow APA style.

Grading Scale (%)

94 - 100 A 74 - 77 C

90 - 93 A- 70 - 73 C-

88 - 89 B+ 68 - 69 D+

84 - 87 B 64 - 67 D

80 - 83 B- 60 - 63 D-

78 - 79 C+ Below 60 F

Late assignments will receive a 10% letter grade reduction for each week the assignment is late.

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Incompletes (From USC Catalogue)

University definition of and policy on incompletes is as follows: “Incompletes: required work not finished as a result of documented illness or emergency occurring after the twelfth week of the semester.” Arrangements for the IN and its removal must be initiated by the student and agreed to by the instructor prior to the final examination. A student may complete the IN by completing only the portion of required work not finished as a result of documented illness or emergency occurring after the twelfth week of the semester. Previously graded work may not be repeated for credit. It is not possible to complete an IN by re-registering for the course, even within the designated time. One calendar year is allowed to complete an IN. If the IN is not completed within the designated time, the course is considered "lapsed," the grade is changed to an "IX," and it will be calculated into the grade point average as 0 points.

Completing the IN within the one-year period should be the student's highest priority. A student may petition the Committee on Academic Policies and Procedures (CAPP) for an extension of time for the completion of an IN. Extensions beyond the specified time limit are rarely approved if the student has enrolled in subsequent semesters. In all cases, a petition for an extension of time for completion of an IN must have departmental approval and include a statement from the instructor explaining what is needed to complete the course and why the instructor feels the student should be given even further time for completion.

If an IN is assigned as the student's grade, the instructor will fill out the Assignment of an Incomplete (IN) and Requirements for Completion form which will specify to the student and to the department the work remaining to be done, the procedures for its completion, the grade in the course to date and the weight to be assigned to the work remaining to be done when computing the final grade. Academic Integrity at USC (From USC Catalogue)

The university as an instrument of learning is predicated on the existence of an environment of integrity. As members of the academic community, faculty, students and administrative staff share the responsibility for maintaining this environment.

Faculty have the primary responsibility for establishing and maintaining an atmosphere and attitude of academic integrity such that the enterprise may flourish in an open and honest way.

Students share this responsibility for maintaining standards of academic performance and classroom behavior conducive to the learning process.

Administrative staff is responsible for the establishment and maintenance of procedures to support and enforce those academic standards. Thus, the entire university community bears the responsibility for maintaining an environment of integrity and for confronting incidents of academic dishonesty

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Table 2. Class ScheduleDate Unit Assignment Due

January 14 1. Science as a DisciplineIntroductions, Expectations, Norms for DiscussionNature of ScienceScience Teaching Philosophy Statement Improving Classroom Rules and Procedures Science Classroom and Laboratory safety

January 21 M Luther King’s BirthdayJanuary 28 2. Science Curriculum and Standards

Standards and the Science Curriculum Framework Philosophy of Science

Proficiency in Laboratory Safety and Student Contract

Science Classroom RulesFebruary 4 3. Science Curriculum and Standards

Standards and the Science Curriculum FrameworkStandards for the Teaching Profession (CSTP)Lesson Design

February 11 4. Lesson Design and Backward Mapping Action Research Problem Statement

February 18 President’s DayFebruary 25 5. Science Pedagogy

Culturally-Relevant and Responsive Pedagogy Group Dynamics Lesson Momentum/TransitionsInquiry

Science Course Syllabus/ Letter to Parents

March 3 6. Inquiry - Facilitating whole class discussionsStudent Presentations

Science Lesson Plan # 1 (Inquiry-based)

March 10 7. Variations of Inquiry - Guided and Open-ended Student Presentations

Science Lesson Plan # 2 (Integrating Technology)

March 17-22 Spring Recess March 24 8. InquiryMarch 31 9. Constructivism

5Es Learning Cycle Science Notebooks/JournalsStudent Presentations

Science Lesson Plan # 3(Embedding Culturally-

Relevant and Responsive Teaching strategies-CRRP)

April 7 10. Assessments in ScienceStandards-Aligned Assessments and Rubrics in ScienceFormative/Summative and Common Assessments

Lesson Plan Critique

April 14 11. Assessing Student Work (Bring samples of student work to class.)Using protocols to Assess Student Work

Science Thematic Unit Sample Teacher-Generated

Science AssessmentApril 21 12. A Private Universe- Facilitating Scientific

Explanations and Addressing Student Misconceptions April 28 Last Day of Class 13. Science Materials and Resources

Student Presentations Evaluating Standards-Based Science Instructional Materials

Science Website Critiques Journals

May 5 No Class Meeting Study/Prep DayMay 12 Final Exams 14. Student Presentations/Gallery Walks Graphic Organizer of Course

7 of 17Curricular Map/Unit

Please Note: The class schedule is subject to change at the discretion of the instructor. Any updates will be communicated to you in class or via e-mail.

Unit Description and Learning GoalsUNIT 1

January 14, 2008

Introduction, Expectations, and Norms for Discussion Science as a Discipline; Nature of Science

Philosophy of Science Improving Classroom Rules and Procedures Science Classroom and Laboratory Safety

Introduction: Through lecture and a whole-class discussion students will discuss the elements and

principles of science as a discipline and the nature of science. Teachers need to continuously examine and reflect on their own teaching practice and rationale. Developing a personal philosophy of science assists teachers focus on their vision, develop learning goals for them and their students, and guides and assesses their personal as well as professional growth. Classroom laboratory activities are inherent, integral elements of science instruction. Correspondingly, safety is paramount in a science program. In this unit, we will examine the aforesaid topics by focusing our attention on student, teacher, and classroom/school safety requirements and guidelines.

Learning Goals: After completing this unit, students will:

gain an understanding of course requirements and norms for discussion. enhance their understanding of the nature of science. be able to develop a personal philosophy for teaching science. draft and revise an effective, consistent system of classroom rules and procedures to

communicate to students clear expectations of behavior and safety in the science classroom.

develop an understanding of school, teacher, and student science safety requirements and guidelines.

be able to draft a student science safety contract.

UNIT 2January 28, 2008

Science Curriculum and Standards Standards and the Science Curriculum Framework

Introduction: The California State Board of Education (SBE) adopted science content standards in 1998

and published them in the Science Curriculum Framework (blueprint for implementing the science content standards). As declared by the SBE, “The content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level.” It is imperative that teachers develop working knowledge of the science content standards and framework so that they may develop standards-based and standards-aligned curriculum and assessment practices to meet federal, state, and local educational mandates.

8 of 17Learning Goals: After completing this unit, students will:

have developed a thorough understanding of the content, and structure of the California science curriculum framework

continue to augment and apply knowledge of the science curriculum framework and standards (acquired in the 450 course) in more depth to science lessons and laboratory activities

UNIT 3February 4, 2008

Science Curriculum and Standards Standards and the Science Framework

Standards for the Teaching Profession (CSTP)Lesson Design

Introduction: The working knowledge of the science curriculum framework developed in Unit 3 is

enhanced in this Unit through application of the science content standards to lesson design practices and subsequent development of standards-aligned science assessments.

Similarly, teachers need to reacquaint themselves with the California Standards for the Teaching Profession (CSTP) and embed and apply them to science lesson design and instruction.Teachers of science need to design and evaluate effective standards-based science lessons.

Learning Goals: After completing this unit, students will:

grow in ability to utilize the science curriculum framework as a primary source document to plan instruction

recognize the Standards for the Teaching Profession as they relate to the teaching of science

review various lesson design formats including backward design apply knowledge of lesson design and science content standards to the design and

development of standards-based science lessons

UNIT 4February 11, 2008

Lesson Design and Backward Design/Mapping

Introduction: A specific lesson purpose or objective is an integral component of a science lesson plan.

In Backward Design or Backwards Mapping the teacher designs and begins the lesson with the aim or purpose in mind. Teachers design their lessons by determining first how their students will demonstrate mastery of the standards of the lesson. The end product is a student-centered lesson utilizing a sequence of activities targeting both, the lesson objective and assessment.

Learning Goals:After completing this unit, students will:

recognize and apply the elements of Backwards Design/Mapping (G. Wiggins and J. McTighe, 1992) to design standards-based science lessons

work collaboratively to design science lesson plans

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UNIT 5February 25, 2008

Science PedagogyCulturally Relevant and Responsive Teaching (CRRP)Group Dynamics; Lesson Momentum and Transitions

Inquiry

Introduction: Teachers need to augment their pedagogical and content knowledge in order to afford

diverse learners differentiated opportunities for learning and thus help them access and master science content. Increased awareness of these and other pedagogical strategies prepares pre-service teachers to engage and support all students in rigorous science learning. Furthermore, differentiated learning opportunities for students can be enhanced through the development and implementation of a system of consistent and effective classroom routines and procedures aimed at maintaining lesson momentum and efficient transitions between classroom and laboratory activities.

Learning Goals:After completing this unit, students will:

enhance their understanding of diverse learners. gain knowledge of various grouping strategies for working with diverse learners. understand the factors that help maintain student focus and lesson momentum. develop and set in place effective classroom routines to assist students transition

between activities effectively. augment their pedagogical and content strategies. work collaboratively to embed components from this unit in their on-going term

project

UNITS 6-8March 3, March 10, and March 24, 2008

Variations of Inquiry: Guided and Open-EndedFacilitating Whole-Class Discussions

Questioning Techniques

Introduction:Teaching science as inquiry is very demanding and rewarding for both, teacher

practitioner and student. Children learn best and retain more by doing and science inquiry presents the learner with hands-on, minds-on instructional activities. This unit will provide the teacher of science with the fundamental foundation for designing and conducting inquiry-based science instruction. The amount of direction and structure afforded by the teacher of science (self-guided or teacher guided lesson) will depend on the aim of the inquiry lesson and the dynamics of the classroom (student ability, goals for students, content, etc,). Learning Goals:After completing this unit, students will:

10 of 17 grow in understanding of inquiry-based science lessons recognize and apply the inquiry continuum be able to design science lessons using an inquiry approach use convergent and divergent questions to facilitate and guide class discussions

UNIT 9March 31, 2008

Constructivism,5Es Learning Cycle

Using Science Notebooks/Journals in ScienceStudent Presentations

Introduction:Teachers of science need to recognize the different pedagogical strategies for teaching

science. Engaging students in science learning by means of self-discovery activities is not sufficient. While is it desirable to engage students in hands-on activities, care must be taken by the practitioner to ensure that students are also minds-on. Similarly, teachers must tap into students’ prior knowledge as well as “teach” students to learn to negotiate meaning through open discussion and class dialogue.

Learning Goals:After completing this unit, students will:

be able to understand and relate constructivism and the learning cycle to Inquiry be able to discuss the use of science notebooks and journals in science instruction use presentation and collaboration skills to display and discuss a science lesson

embedding culturally-relevant and responsive teaching strategies (CRRP)

UNIT 10 April 7, 2008

Assessments in ScienceStandards-Aligned Assessments and Rubrics in Science

Common AssessmentsFormative/Summative Assessments

Introduction:Teachers of science need to enhance skills needed to design, construct, evaluate, and

analyze standards-based science assessments. More specifically, they need to recognize and utilize the myriad of assessment formats to assess student mastery of the lesson objective and purpose. These science assessments can be either formative or summative in nature and include pre and post assessments, multiple choice, true/false, short answer, short and long constructed response, and performance assessments among others. Additionally, teachers of science need to possess the ability to design graphic organizers and rubrics that provide clear expectations of performance to students.

Learning Goals:After completing this unit, students will:

design standards-aligned science assessments design an assessment rubric and be able to examine assessment items for biases,

accuracy of science content, and standards-alignment conduct an assessment item analysis

11 of 17 distinguish between the various forms of assessments and their rationales work with peers to design common final assessments

UNIT 11April 14, 2008

Assessing Student WorkUsing Protocols to Assess and Evaluate Student Work

Introduction:Teachers of science must evaluate, assess, and calibrate student work on a consistent

basis to refine and improve curriculum practice.

Learning Goals:After completing this unit, students will:

review student work collaboratively analyze a specific format for assessing student work to improve teaching practice

UNIT 12April 21, 2008

A Private UniverseAddressing Student MisconceptionsFacilitating Student Explanations

Introduction:Science teachers must become aware of the collection of conflicting and erroneous

science beliefs and explanations students come to school with. Tapping into students’ prior knowledge through classroom discourse and inquiry allows teachers to discover and dispel student misconceptions of science phenomena.

Learning Goals:After completing this unit, students will:

grow in awareness of the importance of dispelling student misconceptions recognize the importance of pre-assessment as an inherent part of science instruction

UNIT 13 April 28, 2008

Science Materials and ResourcesStudent Presentations

Evaluating Standards-Based Science Instructional MaterialsIntroduction:

Teachers of science need to be resourceful and accomplished in their ability to gain access to effective, standards-aligned instructional materials and resources and to be able to evaluate the quality of these instructional materials. Teachers are also the best resources for obtaining and sharing proven best practices.

Learning Goals:After completing this unit, students will:

have completed, discussed, and shared with colleagues up to three critiques of science resource websites

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May 5, 2008

Study/Prep Day(No class meeting)

UNIT 14 May 12, 2007

Final Student PresentationsGallery Walks

Introduction:Teachers learn best from each other. This unit allows teachers to work collaboratively

and share lesson plans and best practices. Learning Goals:After completing this unit, students will:

have completed a curriculum map for a secondary science course use presentation and collaboration skills to display and discuss the curriculum map

Assignment Descriptions

Assignment 1 Science Teaching Philosophy Statement This assignment consists of a one-page narrative addressing your personal understanding, approach, and rationale for science teaching and learning, including your vision and goals for students. This assignment will be revisited at the culmination of the course.

Assignment 2 Proficiency in Science Classroom Safety and Student Safety Contract This assignment consists of two parts: (1) Students will write a 1-2 page paper demonstrating proficiency and knowledge of safety in the science laboratory and science classroom, preparation room and store room, storage areas, and in the discipline of science as outlined in Standards for Teacher Preparation (NSTA-Standard 9). Include (a) the teachers’ legal and ethical responsibilities, and safety measures regarding aspects of the science program such as laboratory activities, living things in the classroom, field trips, etc, (b) outline classroom safety materials and equipment, (c) outline safety requirements and guidelines your students must follow while in the science program and how you will impart this information to students and ensure compliance. (2) Students will submit a sample student contract for Safety in the Science Classroom.

Assignment 3 Classroom Rules and Procedures The student will submit a one-page revised system of classroom rules currently being used in the classroom. In the event that the student does not feel the rules need to be revised, s/he will submit the current classroom rules accompanied by a one-page paper supporting their reasoning.

13 of 17Assignment 4 Action Research Problem Statement

The student will submit a one-page action research problem statement for solving an educational issue relevant to their subject area/field. Although there are no hard rules on how to write your research problem, the following are some guidelines that should help get you started. Guidelines: (1) Identify a current educational issue relevant to your field and state it as a research problem. (2) Present the context for your research problem, support it and indicate why it is important. (3) Use a few words to describe the major issues dealing with your educational problem. (4) Identify any key variables (dependent and independent). (5) State your hypothesis or theory if any. (6) Be specific with your research problem for a clear focus.

Assignment 5 Science Course Syllabus/ Letter to Parents This assignment consists of preparing a 2-3-page course syllabus for your term project, which you would normally hand out to students at the beginning of the course. Once you have selected the subject matter of the course, collaborate with your team to develop the syllabus. The following is a suggested list of items to include in your syllabus/letter to parents and is not inclusive: (1) Title of the course and name of the instructor, school/teacher contact information. (2) Description or rationale of the course, pre-requisites, semester/year, and credits. (3) Course objectives, outcomes, and student expectations. (4) Assignment description and grading, grading scale. (5) Evaluation and assessment information. (6) Make-up policy. (7) Section for parent signature or acknowledgement.

Assignment 6 Science Lesson Plan # 1 (Integrating Technology) There is no specific lesson format required. Please review the 7-step lesson plan guidelines as a possible format.(1) Identification/Details of the Lesson. (2) Standards. (3) Preparation/Anticipatory Set. (4) Lesson Objectives. (5) Delivery or Teaching. (6) Guided Practice (7) Evaluation or Independent Practice

Assignment 7 Science Lesson Plan # 2 (Inquiry-based) See Assignment 8 for lesson guidelines.

Assignment 8 Science Lesson Plan # 3 (Embedding Culturally-Relevant and Responsive Teaching strategies-CRRP)See Assignment 6 for lesson guidelines.

Assignment 9 Lesson Plan Critique Critique and evaluate a science lesson. Identify the lesson’s (1) strengths and weaknesses with regards to each of the steps of a 7 Step lesson plan and offer (2) possible suggestions for improvement.

Assignment 10 Science Thematic UnitDesign a 2-3-week-long science unit centered on a specific concept or theme. You may include in this unit one or all three science lessons completed thus far. The emphasis of this assignment is on sequencing. Include actual lesson plans, student worksheets, and detailed laboratory activities to supplement the unit. Note: A science assessment for this unit will be submitted as Assignment 14.

Assignment 11 Teacher-Generated Science Assessment

14 of 17Submit a science assessment from one of the lessons in the Science Thematic Unit (Assignment 10).

Assignment 12 Science Website CritiquesReview three science websites related to your field of study. Your website review should include the following components: (1) the actual site title and URL, (2) review of the accuracy of the website content, (3) strengths and weaknesses, (4) usefulness of the website, (5) possible suggestions for its use.

Assignment 13 Reflective Journal Reflective journal entries should be done on a daily basis in reaction to the every-day science challenges of teaching and learning in both, the methods class and the secondary school science classroom.Bring journal to class each time and be prepared to share, discuss and receive oral and written feedback.

Assignment 14 PACTPractice Performance Assessment for California’s Teachers (PACT): (TPEs 1, 2, 3a, 3b, 4, 6a). You will be required to complete a videotaped and commentaried standardized teaching event to prove teaching competence. Due date TBD.

Assignment 15 Graphic Organizer of a Course Curriculum Map/UnitEach group will submit a term project consisting of an outline/graphic organizer of the curriculum map for a secondary science course incorporating the ten components listed in Table 1. Course Requirements and Grading

EmailStudents will be submitting the majority of the assignments electronically. The instructor will also be using electronic mail to send you assignments, feedback, as well as other important documents and information. Therefore, it is a requirement for this course that you have access to and are able to use basic e-mail features. Knowledge and application of sending, receiving, and attaching documents to e-mail is assumed for all students in this course. If you are not familiar with these e-mail functions, please see me as soon as possible. You will receive instructions for sending your work electronically to my e-mail and/or drop box.

Please note: It is your responsibility to maintain complete copies of all assignments submitted electronically until your final grade is posted at the end of the semester.

Other Helpful Resources and Publications

California Department of Education (CDE)http://www.cde.ca.gov/

California Science Teachers Association ((CST)http://www.cascience.org/index.html

California Federation of Teachers (CFT)http://www.cft.org/

Materials Safety Data Sheet (MSDS) Search http://www.msdssearch.com/

15 of 17Laboratory Safety http://www.labsafety.org/

National Science Education Leadership Association (NSELA)http://www.nsela.org/index.html

Los Angeles Unified School District (LAUSD)http://www.lausd.net/

Underwriters Laboratory Inc. (UL)http://www.ul.com/

US Environmental Protection Agency (EPA)http://www.epa.gov/

U.S. Department of LaborOccupational Safety & Health Administration (OSHA)http://www.osha.gov/

US Department of Education http://www.ed.gov/

Education Resources Information Center (ERIC)http://www.eric.ed.gov/

National Science Teachers Association (NSTA)http://www.nsta.org/

The Association for Supervision and Curriculum Development (ACSD)http://www.ascd.org/portal/site/ascd

University of California Office of the President (UCOP)http://www.ucop.edu/

California Commission on Teacher Credentialing (CCTC)http://www.ctc.ca.gov/

California Teacher's Association (CTA)http://www.cta.org/home.aspx

National Board for Professional Teaching Standards (NBPTS)http://www.nbpts.org/

The Merrow Reporthttp://www.pbs.org/merrow/

The Educator’s Reference Desk-Science Lesson Planshttp://www.eduref.org/cgi-bin/lessons.cgi/Science

WestEdhttp://www.wested.org/cs/we/print/docs/we/home.htm

Gateway to Educational Materials (GEM)

16 of 17http://www.thegateway.org/

Centers for Ocean Sciences Education Excellence (COSEE-West)http://www.usc.edu/org/cosee-west/index.html

Council for Exceptional Children (CEC)http://www.cec.sped.org//AM/Template.cfm?Section=Home

National Association of Special Education Teachershttp://www.naset.org/

National Board for Professional Teaching Standards (NBPTS) Five Core Propositionshttp://www.nbpts.org/the_standards/the_five_core_propositio

American Association for the Advancement of Science (AAAS)http://www.aaas.org/

California Department of Education Fact Bookhttp://www.cde.ca.gov/re/pn/fb/

The National AcademiesAdvisers to the Nation on Science, Engineering and Medicinehttp://www.nationalacademies.org/about/

Los Angeles County Office of Educationwww.lacoe.edu/

APA Formatting and Style Guide - The OWL at Purdue http://owl.english.purdue.edu/owl/resource/560/01

APA Official Site: How to Cite Information From the Internet and the World Wide Webhttp://www.apastyle.org/elecref.html

The Science, Technology, Engineering and Mathematics (STEM) Education Institutehttp://k12s.phast.umass.edu/stem/

Publications

Standards for Science Teacher Preparationhttp://www.nsta.org/main/pdfs/NSTAstandards2003.pdf

Science Program Improvement Reviewhttp://www.nsta.org/main/pdfs/2004AnnualReport.pdf

California Standards for the Teaching Profession (CSTP)http://www.ctc.ca.gov/reports/cstpreport.pdf

California Academic Science Content Standardshttp://www.cde.ca.gov/be/st/ss/scmain.asp

Science Framework for California Public Schoolshttp://www.cde.ca.gov/re/pn/fd/sci-frame-dwnld.asp

17 of 17California Science Safety Standardshttp://csmp.ucop.edu/downloads/csp/safety.pdf

Inquiry and the National Education StandardsA Guide for Teaching and Learninghttp://books.nap.edu/html/inquiry_addendum/preface.html

National Science Education Standardshttp://www.nap.edu/readingroom/books/nses/6e.html