M437 Teaching Science 5-12 M550 Practicum in Middle School Science

S508 Methods of Teaching Science I (UTEP and TtT) S518 Advanced Study of the Teaching of Secondary School Science

Spring 2011

Wednesdays 400 - 645 pm Hawthorn Hall room 329

INSTRUCTOR Dr Kenneth J Schoon Indiana University Northwest Hawthorn Hall 355 (980-7766--24 hour voice mail)

Office Hours After class or by appointment Email KSchooniunedu

TABLE OF CONTENTS I Course Description Introduction and Goals 1

II The School of Education Models 2 III Course Objectives 2 IV Course Materials 3 V Course Requirements 3

VI Assessment amp Grading 8 VII Bibliography 8

VIII INTASC Principles 10 IX IPSB Developmental Standards 10 X Schedule 11

I COURSE DESCRIPTIONS IUN Bulletin description Focus on curriculum decisions teachers make every day Specifically students in this course will examine current learning theories and apply those theories to instructional practices at he middle grades and high school Prerequisites 70 of required science courses and admission to either the IUN Teacher Education Program or UTEPrsquos Option II Program

This course is the first of two science methods courses designed for students who plan to teach science in the senior high junior high middle school These two courses will build upon skills learned in earlier courses in the Division of Educations Teacher Education Program They emphasize the importance of active- and inquiry-based learning Students will have ample opportunities for using these models as they teach secondary children as part of the accompanying field experience program Field experiences for these courses will be in the middle grades Field experiences for the second course (M446 for undergraduates S508 for Option II students) will be at the high school level S518 is for licensed science teachers

Course Goals Students taking M437 S508 will

bull become creative effective reflective and caring science teachers bull realize that teaching science can be fun and rewarding

1

II SCHOOL OF EDUCATION MODELS M437 S508 M550 are based upon a research-based conceptual framework that incorporates outcomes all of which together are designed to prepare a ldquoReflective Professionalrdquo (for initial certification) The following chart shows the program outcomes of this model and which course objectives apply to each The asterisk indicates that a portfolio artifact will be assigned to meet that outcome

Reflective Professional Model Objectives

1 Communication Skills 3 9 12 13

2 Higher Order Thinking Skills 1 9

3 Instructional Media Technology 2 3 4 9

4 Learning and Development 9 10 12

5 School Culture and Context 7 8 10

6 Instructional Design and Delivery 1 2 3 5 6 9 7 Classroom Management 9 8 Assessment and Evaluation 9 9 Professional Development 11 12

III COURSE OBJECTIVES Students enrolled in this science methods course will

1 Show an understanding of the products processes and nature of science 2 Show an awareness of a variety of resources available for science teachers including national and state science

periodicals computer software and the Internet 3 Use electronic technology to communicate with others and to prepare teaching materials Develop teaching

lessons in which teachers would use electronic technology to facilitate learning 4 Evaluate and demonstrate computer software designed for the science classroom 5 Demonstrate discrepant events appropriate for middle school students 6 Plan a field trip to a local facility such as a park or museum paying special attention to needs of students with

disabilities 7 Conduct a service learning activity in a non-traditional science teaching activity 8 Gather and synthesize information about the school where you do your field experience 9 Write lesson plans appropriate for middle high school science classes that include

bull a strategy for dealing with probable student misconceptions bull objectives which require higher order thinking skills such as analysis synthesis and evaluation bull strategies which address classroom management and your students various learning styles bull a variety of methods of teaching and evaluation including an effective use of questioning skills bull an effective use of technology and integration of science with other subjects bull a correlation with Indiana standards bull an assessment plan

10 Make adjustments in plans as needed to account for exceptionalities 11 Join professional organizations of teachers of science Attend at least one sponsored event 12 Reflect on the science teaching done and observed

Initial Program Dispositions The SOE is committed to the values of academic integrity in teacher preparation Students are expected to consign themselves to each of the following dispositions throughout this semester in classroom participation projects and assessment activities

1 Attendance punctuality amp professionalism 2 Connect subject to studentsrsquo world (ie actions appearance) 3 Align teaching with state amp professional standards

2

4 Prepare and promote active learning 9 Promote cooperation in class school and community 5 Communicate ideas clearly in speech and writing 10 Track student progress amp adjust teaching to meet needs 6 Use of multiple approaches amp technology to teach 11 Willing to receive constructive criticism and 7 Student-centered management of class time amp student suggestions

behavior 12 Committed to becoming an effective teacher 8 Respects students from diverse backgrounds

IV MATERIALS

Indianarsquos Academic Standards Science Indiana Department of Education 2000 Available on the web at httpwwwindianascienceorg Click on Indianarsquos Academic Standards for Science ndash 2010

Standards for Teachers of Science Indiana Professional Standards Board Available on the web at httpwwwstateinuspsbstandardsteacherindexhtml

Invitations to Science Inquiry Tik L Liem NSTA 1987 (Optional) Available at the IUN library

Calumet Beginnings Kenneth J Schoon 2003 (Optional) Indiana University Press

A journal article or book on pseudoscience such as Why People Believe Weird Things Michael Shermer Henry Holt amp Co2002 (any personal or library copy OK)

V COURSE REQUIREMENTS

Course Expectations

Attendance and participation are very important in this class Students are expected to attend and participate in all class activities and discussions This obviously cannot be done when one is absent Students who cannot attend a class for whatever reason should call 980-7766 before class begins and arrange for an alternative assignment Students who will be late should also call Students with two or more unexcused absences or four or more excused absences will be asked to withdraw and take the course next year Students with an unexcused absence on the day of a quiz or demonstration may not make up those assignments

Assignments are due at the beginning of class periods Due dates may be altered on account of illness or if arranged in advance If a student is unable to attend class when an assignment is due the student must ensure that the assignment is submitted on time (via email another student or US mail) In cases of emergencies it should still be submitted within 24 hrs A written assignment submitted late will have points deducted (usually 5 school day ndash 25 week)

Formal written materials must be typed on a word processor Word processing features such as enlarged type size [for the title page] bold face [for headings] and justification should be used as appropriate Papers should be double-spaced with a 1-inch margin Font size should be about the size used here (This is ldquoTimes 12rdquo) Do not use cute or hard-to-read fonts Papers must have a professional appearance and be grammatically historically mathematically and scientifically correct Citations must be properly listed Indiana Academic Standards must always be written out For several assignments a single-spaced file copy is also required

Redoing assignments Assignments may be redone if the grade received is a B- or lower and a Redo Packet is submitted within one week of the original work being returned The packet must contain both the original and the revised copies the original assessment form and a cover sheet which describes all changes made Altered materials should be highlighted on the revised copy (On long assignments only revised pages need be reprinted) Sections of any assignment not done the first time cannot be redone

3

4 Prepare and promote active learning 9 Promote cooperation in class school and community 5 Communicate ideas clearly in speech and writing 10 Track student progress amp adjust teaching to meet needs 6 Use of multiple approaches amp technology to teach 11 Willing to receive constructive criticism and 7 Student-centered management of class time amp student suggestions

behavior 12 Committed to becoming an effective teacher 8 Respects students from diverse backgrounds

IV MATERIALS

Indianarsquos Academic Standards Science Indiana Department of Education 2000 Available on the web at httpwwwindianascienceorg Click on Indianarsquos Academic Standards for Science ndash 2010

Standards for Teachers of Science Indiana Professional Standards Board Available on the web at httpwwwstateinuspsbstandardsteacherindexhtml

Invitations to Science Inquiry Tik L Liem NSTA 1987 (Optional) Available at the IUN library

Calumet Beginnings Kenneth J Schoon 2003 (Optional) Indiana University Press

A journal article or book on pseudoscience such as Why People Believe Weird Things Michael Shermer Henry Holt amp Co2002 (any personal or library copy OK)

V COURSE REQUIREMENTS

Course Expectations

Attendance and participation are very important in this class Students are expected to attend and participate in all class activities and discussions This obviously cannot be done when one is absent Students who cannot attend a class for whatever reason should call 980-7766 before class begins and arrange for an alternative assignment Students who will be late should also call Students with two or more unexcused absences or four or more excused absences will be asked to withdraw and take the course next year Students with an unexcused absence on the day of a quiz or demonstration may not make up those assignments

Assignments are due at the beginning of class periods Due dates may be altered on account of illness or if arranged in advance If a student is unable to attend class when an assignment is due the student must ensure that the assignment is submitted on time (via email another student or US mail) In cases of emergencies it should still be submitted within 24 hrs A written assignment submitted late will have points deducted (usually 5 school day ndash 25 week)

Formal written materials must be typed on a word processor Word processing features such as enlarged type size [for the title page] bold face [for headings] and justification should be used as appropriate Papers should be double-spaced with a 1-inch margin Font size should be about the size used here (This is ldquoTimes 12rdquo) Do not use cute or hard-to-read fonts Papers must have a professional appearance and be grammatically historically mathematically and scientifically correct Citations must be properly listed Indiana Academic Standards must always be written out For several assignments a single-spaced file copy is also required

Redoing assignments Assignments may be redone if the grade received is a B- or lower and a Redo Packet is submitted within one week of the original work being returned The packet must contain both the original and the revised copies the original assessment form and a cover sheet which describes all changes made Altered materials should be highlighted on the revised copy (On long assignments only revised pages need be reprinted) Sections of any assignment not done the first time cannot be redone

3

bull If submitted early A written assignment may be submitted two weeks early then redone If resubmitted on time only the second evaluation will be recorded

bull If submitted on time A written assignment submitted on time may be redone The final grade will be an average of the two evaluations except that no such grade shall be higher than 85

4

Assignments

Assignments that require performances

P-1 Pseudoscience report Select a form of pseudoscience Find and read resource materials about it and lead a 5-10 minute discussion about it in class (Objective 1)

P-2 Discrepant event Demonstrate to the class two discrepant events one discrepant event suitable for use in middle high school science Submit by email a description of the events so that they can be disseminated to the other class members (Objective 9)

P-3 Conference attendance

1 Download information about two science teacher conferences Bring hardcopies to class and be prepared to discuss them

2 Attend two half days at a conference (or two) sponsored or organized by a state or national organization of science teachers or workshops designed for professional development of science teachers Provide written documentation of your attendance and report (orally) about the experience to the class It is recommended that this assignment be met by attending HASTIs convention in February (Objective 11)

P-4 Snowflakes Create 3 anatomically-correct snowflakes include at least one star-shaped and one hex-shaped design Laminate or mount them on black or blue paper (Objective 1)

P-5 Web sites Demonstrate to the class a useful web site that could be used in middlehigh school science teaching Show to the class an animated or video web site that could be used in showing a science process that would be hard to demonstrate live (Objectives 2 and 3)

P-6 Micro-teaching assignment Plan a 25-30 minute inquiry science lesson appropriate to middlehigh schools Write an appropriate lesson plan Get all equipment necessary and teach it to the class (Objective 9)

P-7 Student learning report Create assessment instruments (eg pretest and quiz) for two of the three lessons that you taught in the field (See field experience requirements for lesson-type requirements) These instruments must measure whether students met each of your objectives This must include a means to measure students knowledge before you taught the lesson and afterwards Then write a summary of your effect on student learning Specific data is needed for this report The report due towards the end of the semester must include

bull an introduction that describes where when to whom and what you taught bull materials for the first lesson

lesson plan warm-up sheet (pre-test ndashmay be called an ldquoAnticipation Guiderdquo) post-test examples of student work data on student mastery of each objective discussion

bull materials for the second lesson lesson plan warm-up sheet (pre-test) post-test examples of student work data on student mastery of each objective discussion

bull a reflection on your overall effectiveness and suggestions as to how you might be more effective Be certain that both lessons are based on Indiana State Standards and that each objective in the two lessons is assessed (and please write out the full state Standards) Turn in 2 copies of the report one will be graded and returned Please mark the other one file copy (Objective 12)

P-8 Advising receipt When advising begins (after the Summer Fall Schedules are distributed) sign up and participate in an advising session procure an advising evaluation complete it and turn it in to the office and show the receipt to me

5

P-9 Leaf collection Twenty pairs of leaves (including silver maple) from local trees all pressed neatly mounted (one face up one face down) and bound Arrange your leaves by some classification system (simple compound needles or color or ) Correctly identify the leaves by both English and Latin names note where the tree is located and which characteristics of the leaf led to its identification Be sure to list your references (Partly an in-class activity If leaves do not come out before the end of the semester the activity may be done after the end of the semester) (Objective 1)

See also Field Experience requirements

Assignments that reflect knowledge

Kn-1 Misconceptions report (Objective 1 and 9) Choose a common science misconception reported in the science education literature to be the topic of your paper Be sure that the article you read notes how common the misconception is and how that was determined (A misconceptions bibliography is included in this syllabusmdashbut the article you use doesnrsquot have to be from that list) Photocopy the articles you cite highlight the cited sections and turn them in with the report Include the following in your paper

a List the common misconception Compare it with the scientifically accepted conception b How common is the misconception How did the researchers discover that c Explain how the misconception develops d Explain what as a teacher you can do to prevent or overcome that misconception e List your references f Prepare a PowerPoint demonstration to describe your findings Submit the PowerPoint program via

email before class on the due date so that it can be downloaded and ready to go when class begins g In addition prepare a report on 1 sheet of paper (You may single space or use both sides if needed

mdashbut no more than 1 sheet of paper including references) h Make copies to give one to each member of the class

Kn-2 Concept Map with about 18-22 concepts Attach to the map a list of Indiana K-12 Academic Standards for middle school (grades 6 7 andor 8) that your map addresses (Please write out the standards dont just list their numbers) Make sure that all the important concepts in the standards are on the map For an A in this assignment it must be done on a computer However one may earn a B with a great hand-drawn map (Objective 1)

Kn-3 School Context Report Prepare a PowerPoint report (of 20-35 slides) about your field (or other) local school and the neighborhood around it (UTEP students must do this project about an urban school) Submit the PowerPoint presentation a day before the due date turn in a hard copy of the report with 6 slides per page and present the slide show (7-10 minutes) to the class Include the following

1) School name address demographics (including percentage of free and reduced lunches) 2) Photographs of the schoolrsquos exterior interior and its location on a map (Caution Photos

downloaded from the web may be of poor quality when enlarged and used in PowerPoint) 3) Geology Are the school and its neighborhood situated on a landscape made by glaciers running

water wind or waves How long ago was this landscape made Briefly describe the geologic and anthropologic processes that made the local landscape

4) Geography Are there any lakes rivers floodplains wetlands or prairies near the school Are they natural or man-made If near a floodplain is the school ever threatened by floods

5) Environmental From where does the school (and community) gets its water What happens to its sewage (include where sewage is treated and where it is then disposed) Are there any environmental resources (eg forest prairie) nearby Are there any environmental hazards (eg superfund site dump) nearby

6

6) History Who or what is the school named after When was the school built Was it built all at once What did it replace when it was built How old is the town in which your school is located When and by whom was it founded Is there a relationship between the location of the town center and a geological or geographical feature

7) Social How is the building used by the community (if at all) either during or after school Do any community groups (eg adult education youth groups) meet there Does the local park department use any classrooms or the gymnasium

8) Standards Can the material in this report be used to support science standard 737 or 773 If so how

9) Bibliography list of sources (Most students would do this without being reminded but sometimes a reminder is nice) (Objective 8)

Notes Put all required material on the slides but be sure that the font is large enough to be easily read Donrsquot put too much on one slide And during the presentation do not read lots of text from the slides The slides should cue you as you discuss the school

Kn-4 Field trip plan for a science field trip to a local museum or other location to which you might someday take students (Local lt 3 hr drive) Visit the site and bring a brochure or description of services for each class member (You may assume that you teach at a particular school) Prepare a report including 1 A letter asking permission to take the students on the field trip addressed to a principal containing a

description of the trip and activities (and the grade level for which it is planned) with a rationale This letter must include the K-12 Academic Standards that will be addressed by the trip and it must show how what will be learned on the trip relates with what is being taught in the class It should attempt to show that the trip is worth the time and money (if any) involved

2 Instructional objectives (learning outcomes not trip ldquoactivitiesrdquo) for students written in behavioral terms 3 Trip information

a Name and school district of ldquoassumedrdquo school Grade level of ldquoassumedrdquo students b Name and address of site to be visited with [real] contact persons and phone numbers c Time frame for the day How far in advance reservations should be made d Type of transportation needed (If busses how many Name phone number of bus company or

school transportation coordinator) e Cost analysis (admission + transportation) Show exactly how costs were determined (Detail is

important here) Where will the needed money come from Should students bring extra money [Is there a giftsouvenir shop Vending machine]

f Food requirements (What about students on a reducedfree lunch program) g Chaperon requirements (Report on both the sites requirements and the schools) h Special clothing requirements if any i What arrangements must be made for students with special needs (Remember that there are many

different types of special needs so be sure to address more than just one What services does your site provide If none or very few note that)

j Who will conduct the tour or visitation 4 Activity Sheet Create an activity sheet (1 page is fine) that students would complete while on the trip 5 Permission slip Create a one-page permission slip as would be needed for such a trip containing

appropriate information for parents (Such information should not be on a section of the form designed to be returned) The form must be ldquoStudent-Readyrdquo (look professional)

General requirements Do not assume any school or district policies and do not omit any requirements If for instance no food is required please note that You do not need to include any forms required by any particular school or school district Turn in 2 copies one following the above requirements and a file copy marked ldquocopyrdquo (Objective 6)

7

Kn-5 List of free materials Create a list appropriate for middle or high school science teaching of 5 or more items (other than lesson plans and just teaching ideas) that teachers can get for just asking You may use the Educatorrsquos Guide to Free Science Materials (at the reference desk of the IUN library Q181A1 E3 1995) or the Web Describe each item and explain how one can obtain the materials Email the list to me before class so that I can distribute to all class members afterwards Students in S508 Give a copy to your cooperating teacher (Objective 2)

Kn-6 Science Classroom Safety Assignment Details will be determined by NSTA requirements

Kn-7 Corrections One point extra credit will be given to the first student who reports via email grammatical or spelling errors contained in this syllabus or on any official papers distributed in class

Assignments that reflect dispositions

D-1 Attendance and participation Students are expected to attend and participate in all class activities and discussions Students who cannot attend a class for whatever reason should call 980-7766 before class begins and arrange for an alternative assignment Students who will be late should also call No student with an unexcused absence will receive an A No student with two or more unexcused absences will receive a grade of B- or higher (Objective 1)

D-2 Science Teacher Organizations Provide documentation of membership in two science teacher organizations (State national or subject-area) or submit two 2-page reviews of articles from The Science Teacher or other approved science teacher journals or one of each If memberships are applied for do it early so that you have documentation before the end of the semester If reviews are written turn in a copy of the reviewed article with pertinent sentences highlighted (Objective 11)

D-3 Service learning activity and documentation After discussing this activity with your instructor volunteer your services to assist with some sort of science instruction or educational activity at a Science Olympiad event a local nature center a County State or National Park or other appropriate place Submit a thank you letter or certificate documenting participation (Objective 7)

D-4 Graduate-student essay (for students earning S508 or S518 graduate credit) bull Urban experience essay (S508-UTEP) Write a five-page essay in which you reflect upon the

teaching of middle school science in urban areas References to Purkey and Novaks Inviting School Success and reflections of other teachers at your field-experience site must be included as part of the essay

bull Transition to Teaching essay (S508-TtT) Write a five-page essay in which you reflect upon the teaching of middle school science The essay must reflect upon learning to teach science through the TtT program Students should be forthright in their stated opinions The purpose here is to assure graduate credit for students and at the same time to improve the program

bull S518 essay Write a five-page essay in which you reflect upon how the state of Indiana and your school district can give more support to classroom science teachers Include in your essay references to ISTEP to prerequisites to your course or other courses at your school to funding for equipment to professional development opportunities and to impediments or hurdles that make your job more difficult

8

M437 Methods of Teaching Science 5 ndash 12 S508 Teaching Science in Urban Middle Schools

S508 Methods of Teaching Science I (Transition to Teaching) M550 Practicum in Middle School Science

Spring 2011

Wednesdays 400 - 645 pm Hawthorn Hall room 329

INSTRUCTOR Dr Kenneth J Schoon Indiana University Northwest Hawthorn Hall 355 (980-7766--24 hour voice mail)

Office Hours After class or by appointment Email KSchooniunedu

FIELD EXPERIENCE REQUIREMENTS (M301 M500 M550 S510)

FE-1 Observe and reflect on at least 10 different science lessons S508 and M550 students who are full-time teachers should talk to Dr Schoon about ways to meet this assignment Reflections must be emailed ASAP after the observation or teaching experience They must include the date and time description of class and how that lesson might be done differently to be more effective next time Attach a lesson plan to all reflections that include your teaching For the Subject heading on the email type ldquoField Reflection 1rdquo etc Three questions that can help guide your reflections are

What happened

So what

Now what

FE-2 Demonstrate a discrepant event to a middle school science class Send in a reflection similar to those required above but label it ldquoDiscrepant Event in the Fieldrdquo

FE-3 Plan and teach 3 science lessons Videotape one of them bull One lesson shall be expository following a direct instruction model (such as the Madelyn Hunter

model with its seven steps) bull One lesson shall be based on the learning cycle (On your plan be sure to indicate its steps) bull The third lesson may be any type of guided discovery (lab) instruction

Students should prepare plans early enough so that after discussing them with the cooperating teacher they can be revised as necessary Lesson plans must include measureable instructional objectives and teaching plans including sample questions that you plan to ask the children

FE-4 Create an assessment instrument (eg quiz checksheet) for each of the above lessons which measures whether students met each of your objectives Use the instruments if your cooperating teacher approves

FE-5 Student Learning Report See requirements in the section above

Portfolio artifacts for students working towards a license (M437 M550 and S508)

In addition to being graded your lesson plans will be scored as portfolio artifacts for Artifact 2 (formerly called Artifact J) Higher Order Thinking Skills

9

Assignments

Assignments that require performances

P-1 Pseudoscience report Select a form of pseudoscience Find and read resource materials about it and lead a 5-10 minute discussion about it in class (Objective 1)

P-2 Discrepant event Demonstrate to the class two discrepant events one discrepant event suitable for use in middle high school science Submit by email a description of the events so that they can be disseminated to the other class members (Objective 9)

P-3 Conference attendance

1 Download information about two science teacher conferences Bring hardcopies to class and be prepared to discuss them

2 Attend two half days at a conference (or two) sponsored or organized by a state or national organization of science teachers or workshops designed for professional development of science teachers Provide written documentation of your attendance and report (orally) about the experience to the class It is recommended that this assignment be met by attending HASTIs convention in February (Objective 11)

P-4 Snowflakes Create 3 anatomically-correct snowflakes include at least one star-shaped and one hex-shaped design Laminate or mount them on black or blue paper (Objective 1)

P-5 Web sites Demonstrate to the class a useful web site that could be used in middlehigh school science teaching Show to the class an animated or video web site that could be used in showing a science process that would be hard to demonstrate live (Objectives 2 and 3)

P-6 Micro-teaching assignment Plan a 25-30 minute inquiry science lesson appropriate to middlehigh schools Write an appropriate lesson plan Get all equipment necessary and teach it to the class (Objective 9)

P-7 Student learning report Create assessment instruments (eg pretest and quiz) for two of the three lessons that you taught in the field (See field experience requirements for lesson-type requirements) These instruments must measure whether students met each of your objectives This must include a means to measure students knowledge before you taught the lesson and afterwards Then write a summary of your effect on student learning Specific data is needed for this report The report due towards the end of the semester must include

bull an introduction that describes where when to whom and what you taught bull materials for the first lesson

lesson plan warm-up sheet (pre-test ndashmay be called an ldquoAnticipation Guiderdquo) post-test examples of student work data on student mastery of each objective discussion

bull materials for the second lesson lesson plan warm-up sheet (pre-test) post-test examples of student work data on student mastery of each objective discussion

bull a reflection on your overall effectiveness and suggestions as to how you might be more effective Be certain that both lessons are based on Indiana State Standards and that each objective in the two lessons is assessed (and please write out the full state Standards) Turn in 2 copies of the report one will be graded and returned Please mark the other one file copy (Objective 12)

P-8 Advising receipt When advising begins (after the Summer Fall Schedules are distributed) sign up and participate in an advising session procure an advising evaluation complete it and turn it in to the office and show the receipt to me

5

P-9 Leaf collection Twenty pairs of leaves (including silver maple) from local trees all pressed neatly mounted (one face up one face down) and bound Arrange your leaves by some classification system (simple compound needles or color or ) Correctly identify the leaves by both English and Latin names note where the tree is located and which characteristics of the leaf led to its identification Be sure to list your references (Partly an in-class activity If leaves do not come out before the end of the semester the activity may be done after the end of the semester) (Objective 1)

See also Field Experience requirements

Assignments that reflect knowledge

Kn-1 Misconceptions report (Objective 1 and 9) Choose a common science misconception reported in the science education literature to be the topic of your paper Be sure that the article you read notes how common the misconception is and how that was determined (A misconceptions bibliography is included in this syllabusmdashbut the article you use doesnrsquot have to be from that list) Photocopy the articles you cite highlight the cited sections and turn them in with the report Include the following in your paper

a List the common misconception Compare it with the scientifically accepted conception b How common is the misconception How did the researchers discover that c Explain how the misconception develops d Explain what as a teacher you can do to prevent or overcome that misconception e List your references f Prepare a PowerPoint demonstration to describe your findings Submit the PowerPoint program via

email before class on the due date so that it can be downloaded and ready to go when class begins g In addition prepare a report on 1 sheet of paper (You may single space or use both sides if needed

mdashbut no more than 1 sheet of paper including references) h Make copies to give one to each member of the class

Kn-2 Concept Map with about 18-22 concepts Attach to the map a list of Indiana K-12 Academic Standards for middle school (grades 6 7 andor 8) that your map addresses (Please write out the standards dont just list their numbers) Make sure that all the important concepts in the standards are on the map For an A in this assignment it must be done on a computer However one may earn a B with a great hand-drawn map (Objective 1)

Kn-3 School Context Report Prepare a PowerPoint report (of 20-35 slides) about your field (or other) local school and the neighborhood around it (UTEP students must do this project about an urban school) Submit the PowerPoint presentation a day before the due date turn in a hard copy of the report with 6 slides per page and present the slide show (7-10 minutes) to the class Include the following

1) School name address demographics (including percentage of free and reduced lunches) 2) Photographs of the schoolrsquos exterior interior and its location on a map (Caution Photos

downloaded from the web may be of poor quality when enlarged and used in PowerPoint) 3) Geology Are the school and its neighborhood situated on a landscape made by glaciers running

water wind or waves How long ago was this landscape made Briefly describe the geologic and anthropologic processes that made the local landscape

4) Geography Are there any lakes rivers floodplains wetlands or prairies near the school Are they natural or man-made If near a floodplain is the school ever threatened by floods

5) Environmental From where does the school (and community) gets its water What happens to its sewage (include where sewage is treated and where it is then disposed) Are there any environmental resources (eg forest prairie) nearby Are there any environmental hazards (eg superfund site dump) nearby

6

6) History Who or what is the school named after When was the school built Was it built all at once What did it replace when it was built How old is the town in which your school is located When and by whom was it founded Is there a relationship between the location of the town center and a geological or geographical feature

7) Social How is the building used by the community (if at all) either during or after school Do any community groups (eg adult education youth groups) meet there Does the local park department use any classrooms or the gymnasium

8) Standards Can the material in this report be used to support science standard 737 or 773 If so how

9) Bibliography list of sources (Most students would do this without being reminded but sometimes a reminder is nice) (Objective 8)

Notes Put all required material on the slides but be sure that the font is large enough to be easily read Donrsquot put too much on one slide And during the presentation do not read lots of text from the slides The slides should cue you as you discuss the school

Kn-4 Field trip plan for a science field trip to a local museum or other location to which you might someday take students (Local lt 3 hr drive) Visit the site and bring a brochure or description of services for each class member (You may assume that you teach at a particular school) Prepare a report including 1 A letter asking permission to take the students on the field trip addressed to a principal containing a

description of the trip and activities (and the grade level for which it is planned) with a rationale This letter must include the K-12 Academic Standards that will be addressed by the trip and it must show how what will be learned on the trip relates with what is being taught in the class It should attempt to show that the trip is worth the time and money (if any) involved

2 Instructional objectives (learning outcomes not trip ldquoactivitiesrdquo) for students written in behavioral terms 3 Trip information

a Name and school district of ldquoassumedrdquo school Grade level of ldquoassumedrdquo students b Name and address of site to be visited with [real] contact persons and phone numbers c Time frame for the day How far in advance reservations should be made d Type of transportation needed (If busses how many Name phone number of bus company or

school transportation coordinator) e Cost analysis (admission + transportation) Show exactly how costs were determined (Detail is

important here) Where will the needed money come from Should students bring extra money [Is there a giftsouvenir shop Vending machine]

f Food requirements (What about students on a reducedfree lunch program) g Chaperon requirements (Report on both the sites requirements and the schools) h Special clothing requirements if any i What arrangements must be made for students with special needs (Remember that there are many

different types of special needs so be sure to address more than just one What services does your site provide If none or very few note that)

j Who will conduct the tour or visitation 4 Activity Sheet Create an activity sheet (1 page is fine) that students would complete while on the trip 5 Permission slip Create a one-page permission slip as would be needed for such a trip containing

appropriate information for parents (Such information should not be on a section of the form designed to be returned) The form must be ldquoStudent-Readyrdquo (look professional)

General requirements Do not assume any school or district policies and do not omit any requirements If for instance no food is required please note that You do not need to include any forms required by any particular school or school district Turn in 2 copies one following the above requirements and a file copy marked ldquocopyrdquo (Objective 6)

7

Kn-5 List of free materials Create a list appropriate for middle or high school science teaching of 5 or more items (other than lesson plans and just teaching ideas) that teachers can get for just asking You may use the Educatorrsquos Guide to Free Science Materials (at the reference desk of the IUN library Q181A1 E3 1995) or the Web Describe each item and explain how one can obtain the materials Email the list to me before class so that I can distribute to all class members afterwards Students in S508 Give a copy to your cooperating teacher (Objective 2)

Kn-6 Science Classroom Safety Assignment Details will be determined by NSTA requirements

Kn-7 Corrections One point extra credit will be given to the first student who reports via email grammatical or spelling errors contained in this syllabus or on any official papers distributed in class

Assignments that reflect dispositions

D-1 Attendance and participation Students are expected to attend and participate in all class activities and discussions Students who cannot attend a class for whatever reason should call 980-7766 before class begins and arrange for an alternative assignment Students who will be late should also call No student with an unexcused absence will receive an A No student with two or more unexcused absences will receive a grade of B- or higher (Objective 1)

D-2 Science Teacher Organizations Provide documentation of membership in two science teacher organizations (State national or subject-area) or submit two 2-page reviews of articles from The Science Teacher or other approved science teacher journals or one of each If memberships are applied for do it early so that you have documentation before the end of the semester If reviews are written turn in a copy of the reviewed article with pertinent sentences highlighted (Objective 11)

D-3 Service learning activity and documentation After discussing this activity with your instructor volunteer your services to assist with some sort of science instruction or educational activity at a Science Olympiad event a local nature center a County State or National Park or other appropriate place Submit a thank you letter or certificate documenting participation (Objective 7)

D-4 Graduate-student essay (for students earning S508 or S518 graduate credit) bull Urban experience essay (S508-UTEP) Write a five-page essay in which you reflect upon the

teaching of middle school science in urban areas References to Purkey and Novaks Inviting School Success and reflections of other teachers at your field-experience site must be included as part of the essay

bull Transition to Teaching essay (S508-TtT) Write a five-page essay in which you reflect upon the teaching of middle school science The essay must reflect upon learning to teach science through the TtT program Students should be forthright in their stated opinions The purpose here is to assure graduate credit for students and at the same time to improve the program

bull S518 essay Write a five-page essay in which you reflect upon how the state of Indiana and your school district can give more support to classroom science teachers Include in your essay references to ISTEP to prerequisites to your course or other courses at your school to funding for equipment to professional development opportunities and to impediments or hurdles that make your job more difficult

8

M437 Methods of Teaching Science 5 ndash 12 S508 Teaching Science in Urban Middle Schools

S508 Methods of Teaching Science I (Transition to Teaching) M550 Practicum in Middle School Science

Spring 2011

Wednesdays 400 - 645 pm Hawthorn Hall room 329

INSTRUCTOR Dr Kenneth J Schoon Indiana University Northwest Hawthorn Hall 355 (980-7766--24 hour voice mail)

Office Hours After class or by appointment Email KSchooniunedu

FIELD EXPERIENCE REQUIREMENTS (M301 M500 M550 S510)

FE-1 Observe and reflect on at least 10 different science lessons S508 and M550 students who are full-time teachers should talk to Dr Schoon about ways to meet this assignment Reflections must be emailed ASAP after the observation or teaching experience They must include the date and time description of class and how that lesson might be done differently to be more effective next time Attach a lesson plan to all reflections that include your teaching For the Subject heading on the email type ldquoField Reflection 1rdquo etc Three questions that can help guide your reflections are

What happened

So what

Now what

FE-2 Demonstrate a discrepant event to a middle school science class Send in a reflection similar to those required above but label it ldquoDiscrepant Event in the Fieldrdquo

FE-3 Plan and teach 3 science lessons Videotape one of them bull One lesson shall be expository following a direct instruction model (such as the Madelyn Hunter

model with its seven steps) bull One lesson shall be based on the learning cycle (On your plan be sure to indicate its steps) bull The third lesson may be any type of guided discovery (lab) instruction

Students should prepare plans early enough so that after discussing them with the cooperating teacher they can be revised as necessary Lesson plans must include measureable instructional objectives and teaching plans including sample questions that you plan to ask the children

FE-4 Create an assessment instrument (eg quiz checksheet) for each of the above lessons which measures whether students met each of your objectives Use the instruments if your cooperating teacher approves

FE-5 Student Learning Report See requirements in the section above

Portfolio artifacts for students working towards a license (M437 M550 and S508)

In addition to being graded your lesson plans will be scored as portfolio artifacts for Artifact 2 (formerly called Artifact J) Higher Order Thinking Skills

9

P-9 Leaf collection Twenty pairs of leaves (including silver maple) from local trees all pressed neatly mounted (one face up one face down) and bound Arrange your leaves by some classification system (simple compound needles or color or ) Correctly identify the leaves by both English and Latin names note where the tree is located and which characteristics of the leaf led to its identification Be sure to list your references (Partly an in-class activity If leaves do not come out before the end of the semester the activity may be done after the end of the semester) (Objective 1)

See also Field Experience requirements

Assignments that reflect knowledge

Kn-1 Misconceptions report (Objective 1 and 9) Choose a common science misconception reported in the science education literature to be the topic of your paper Be sure that the article you read notes how common the misconception is and how that was determined (A misconceptions bibliography is included in this syllabusmdashbut the article you use doesnrsquot have to be from that list) Photocopy the articles you cite highlight the cited sections and turn them in with the report Include the following in your paper

a List the common misconception Compare it with the scientifically accepted conception b How common is the misconception How did the researchers discover that c Explain how the misconception develops d Explain what as a teacher you can do to prevent or overcome that misconception e List your references f Prepare a PowerPoint demonstration to describe your findings Submit the PowerPoint program via

email before class on the due date so that it can be downloaded and ready to go when class begins g In addition prepare a report on 1 sheet of paper (You may single space or use both sides if needed

mdashbut no more than 1 sheet of paper including references) h Make copies to give one to each member of the class

Kn-2 Concept Map with about 18-22 concepts Attach to the map a list of Indiana K-12 Academic Standards for middle school (grades 6 7 andor 8) that your map addresses (Please write out the standards dont just list their numbers) Make sure that all the important concepts in the standards are on the map For an A in this assignment it must be done on a computer However one may earn a B with a great hand-drawn map (Objective 1)

Kn-3 School Context Report Prepare a PowerPoint report (of 20-35 slides) about your field (or other) local school and the neighborhood around it (UTEP students must do this project about an urban school) Submit the PowerPoint presentation a day before the due date turn in a hard copy of the report with 6 slides per page and present the slide show (7-10 minutes) to the class Include the following

1) School name address demographics (including percentage of free and reduced lunches) 2) Photographs of the schoolrsquos exterior interior and its location on a map (Caution Photos

downloaded from the web may be of poor quality when enlarged and used in PowerPoint) 3) Geology Are the school and its neighborhood situated on a landscape made by glaciers running

water wind or waves How long ago was this landscape made Briefly describe the geologic and anthropologic processes that made the local landscape

4) Geography Are there any lakes rivers floodplains wetlands or prairies near the school Are they natural or man-made If near a floodplain is the school ever threatened by floods

5) Environmental From where does the school (and community) gets its water What happens to its sewage (include where sewage is treated and where it is then disposed) Are there any environmental resources (eg forest prairie) nearby Are there any environmental hazards (eg superfund site dump) nearby

6

6) History Who or what is the school named after When was the school built Was it built all at once What did it replace when it was built How old is the town in which your school is located When and by whom was it founded Is there a relationship between the location of the town center and a geological or geographical feature

7) Social How is the building used by the community (if at all) either during or after school Do any community groups (eg adult education youth groups) meet there Does the local park department use any classrooms or the gymnasium

8) Standards Can the material in this report be used to support science standard 737 or 773 If so how

9) Bibliography list of sources (Most students would do this without being reminded but sometimes a reminder is nice) (Objective 8)

Notes Put all required material on the slides but be sure that the font is large enough to be easily read Donrsquot put too much on one slide And during the presentation do not read lots of text from the slides The slides should cue you as you discuss the school

Kn-4 Field trip plan for a science field trip to a local museum or other location to which you might someday take students (Local lt 3 hr drive) Visit the site and bring a brochure or description of services for each class member (You may assume that you teach at a particular school) Prepare a report including 1 A letter asking permission to take the students on the field trip addressed to a principal containing a

description of the trip and activities (and the grade level for which it is planned) with a rationale This letter must include the K-12 Academic Standards that will be addressed by the trip and it must show how what will be learned on the trip relates with what is being taught in the class It should attempt to show that the trip is worth the time and money (if any) involved

2 Instructional objectives (learning outcomes not trip ldquoactivitiesrdquo) for students written in behavioral terms 3 Trip information

a Name and school district of ldquoassumedrdquo school Grade level of ldquoassumedrdquo students b Name and address of site to be visited with [real] contact persons and phone numbers c Time frame for the day How far in advance reservations should be made d Type of transportation needed (If busses how many Name phone number of bus company or

school transportation coordinator) e Cost analysis (admission + transportation) Show exactly how costs were determined (Detail is

important here) Where will the needed money come from Should students bring extra money [Is there a giftsouvenir shop Vending machine]

f Food requirements (What about students on a reducedfree lunch program) g Chaperon requirements (Report on both the sites requirements and the schools) h Special clothing requirements if any i What arrangements must be made for students with special needs (Remember that there are many

different types of special needs so be sure to address more than just one What services does your site provide If none or very few note that)

j Who will conduct the tour or visitation 4 Activity Sheet Create an activity sheet (1 page is fine) that students would complete while on the trip 5 Permission slip Create a one-page permission slip as would be needed for such a trip containing

appropriate information for parents (Such information should not be on a section of the form designed to be returned) The form must be ldquoStudent-Readyrdquo (look professional)

General requirements Do not assume any school or district policies and do not omit any requirements If for instance no food is required please note that You do not need to include any forms required by any particular school or school district Turn in 2 copies one following the above requirements and a file copy marked ldquocopyrdquo (Objective 6)

7

Kn-5 List of free materials Create a list appropriate for middle or high school science teaching of 5 or more items (other than lesson plans and just teaching ideas) that teachers can get for just asking You may use the Educatorrsquos Guide to Free Science Materials (at the reference desk of the IUN library Q181A1 E3 1995) or the Web Describe each item and explain how one can obtain the materials Email the list to me before class so that I can distribute to all class members afterwards Students in S508 Give a copy to your cooperating teacher (Objective 2)

Kn-6 Science Classroom Safety Assignment Details will be determined by NSTA requirements

Kn-7 Corrections One point extra credit will be given to the first student who reports via email grammatical or spelling errors contained in this syllabus or on any official papers distributed in class

Assignments that reflect dispositions

D-1 Attendance and participation Students are expected to attend and participate in all class activities and discussions Students who cannot attend a class for whatever reason should call 980-7766 before class begins and arrange for an alternative assignment Students who will be late should also call No student with an unexcused absence will receive an A No student with two or more unexcused absences will receive a grade of B- or higher (Objective 1)

D-2 Science Teacher Organizations Provide documentation of membership in two science teacher organizations (State national or subject-area) or submit two 2-page reviews of articles from The Science Teacher or other approved science teacher journals or one of each If memberships are applied for do it early so that you have documentation before the end of the semester If reviews are written turn in a copy of the reviewed article with pertinent sentences highlighted (Objective 11)

D-3 Service learning activity and documentation After discussing this activity with your instructor volunteer your services to assist with some sort of science instruction or educational activity at a Science Olympiad event a local nature center a County State or National Park or other appropriate place Submit a thank you letter or certificate documenting participation (Objective 7)

D-4 Graduate-student essay (for students earning S508 or S518 graduate credit) bull Urban experience essay (S508-UTEP) Write a five-page essay in which you reflect upon the

teaching of middle school science in urban areas References to Purkey and Novaks Inviting School Success and reflections of other teachers at your field-experience site must be included as part of the essay

bull Transition to Teaching essay (S508-TtT) Write a five-page essay in which you reflect upon the teaching of middle school science The essay must reflect upon learning to teach science through the TtT program Students should be forthright in their stated opinions The purpose here is to assure graduate credit for students and at the same time to improve the program

bull S518 essay Write a five-page essay in which you reflect upon how the state of Indiana and your school district can give more support to classroom science teachers Include in your essay references to ISTEP to prerequisites to your course or other courses at your school to funding for equipment to professional development opportunities and to impediments or hurdles that make your job more difficult

8

M437 Methods of Teaching Science 5 ndash 12 S508 Teaching Science in Urban Middle Schools

S508 Methods of Teaching Science I (Transition to Teaching) M550 Practicum in Middle School Science

Spring 2011

Wednesdays 400 - 645 pm Hawthorn Hall room 329

INSTRUCTOR Dr Kenneth J Schoon Indiana University Northwest Hawthorn Hall 355 (980-7766--24 hour voice mail)

Office Hours After class or by appointment Email KSchooniunedu

FIELD EXPERIENCE REQUIREMENTS (M301 M500 M550 S510)

FE-1 Observe and reflect on at least 10 different science lessons S508 and M550 students who are full-time teachers should talk to Dr Schoon about ways to meet this assignment Reflections must be emailed ASAP after the observation or teaching experience They must include the date and time description of class and how that lesson might be done differently to be more effective next time Attach a lesson plan to all reflections that include your teaching For the Subject heading on the email type ldquoField Reflection 1rdquo etc Three questions that can help guide your reflections are

What happened

So what

Now what

FE-2 Demonstrate a discrepant event to a middle school science class Send in a reflection similar to those required above but label it ldquoDiscrepant Event in the Fieldrdquo

FE-3 Plan and teach 3 science lessons Videotape one of them bull One lesson shall be expository following a direct instruction model (such as the Madelyn Hunter

model with its seven steps) bull One lesson shall be based on the learning cycle (On your plan be sure to indicate its steps) bull The third lesson may be any type of guided discovery (lab) instruction

Students should prepare plans early enough so that after discussing them with the cooperating teacher they can be revised as necessary Lesson plans must include measureable instructional objectives and teaching plans including sample questions that you plan to ask the children

FE-4 Create an assessment instrument (eg quiz checksheet) for each of the above lessons which measures whether students met each of your objectives Use the instruments if your cooperating teacher approves

FE-5 Student Learning Report See requirements in the section above

Portfolio artifacts for students working towards a license (M437 M550 and S508)

In addition to being graded your lesson plans will be scored as portfolio artifacts for Artifact 2 (formerly called Artifact J) Higher Order Thinking Skills

9

6) History Who or what is the school named after When was the school built Was it built all at once What did it replace when it was built How old is the town in which your school is located When and by whom was it founded Is there a relationship between the location of the town center and a geological or geographical feature

7) Social How is the building used by the community (if at all) either during or after school Do any community groups (eg adult education youth groups) meet there Does the local park department use any classrooms or the gymnasium

8) Standards Can the material in this report be used to support science standard 737 or 773 If so how

9) Bibliography list of sources (Most students would do this without being reminded but sometimes a reminder is nice) (Objective 8)

Notes Put all required material on the slides but be sure that the font is large enough to be easily read Donrsquot put too much on one slide And during the presentation do not read lots of text from the slides The slides should cue you as you discuss the school

Kn-4 Field trip plan for a science field trip to a local museum or other location to which you might someday take students (Local lt 3 hr drive) Visit the site and bring a brochure or description of services for each class member (You may assume that you teach at a particular school) Prepare a report including 1 A letter asking permission to take the students on the field trip addressed to a principal containing a

description of the trip and activities (and the grade level for which it is planned) with a rationale This letter must include the K-12 Academic Standards that will be addressed by the trip and it must show how what will be learned on the trip relates with what is being taught in the class It should attempt to show that the trip is worth the time and money (if any) involved

2 Instructional objectives (learning outcomes not trip ldquoactivitiesrdquo) for students written in behavioral terms 3 Trip information

a Name and school district of ldquoassumedrdquo school Grade level of ldquoassumedrdquo students b Name and address of site to be visited with [real] contact persons and phone numbers c Time frame for the day How far in advance reservations should be made d Type of transportation needed (If busses how many Name phone number of bus company or

school transportation coordinator) e Cost analysis (admission + transportation) Show exactly how costs were determined (Detail is

important here) Where will the needed money come from Should students bring extra money [Is there a giftsouvenir shop Vending machine]

f Food requirements (What about students on a reducedfree lunch program) g Chaperon requirements (Report on both the sites requirements and the schools) h Special clothing requirements if any i What arrangements must be made for students with special needs (Remember that there are many

different types of special needs so be sure to address more than just one What services does your site provide If none or very few note that)

j Who will conduct the tour or visitation 4 Activity Sheet Create an activity sheet (1 page is fine) that students would complete while on the trip 5 Permission slip Create a one-page permission slip as would be needed for such a trip containing

appropriate information for parents (Such information should not be on a section of the form designed to be returned) The form must be ldquoStudent-Readyrdquo (look professional)

General requirements Do not assume any school or district policies and do not omit any requirements If for instance no food is required please note that You do not need to include any forms required by any particular school or school district Turn in 2 copies one following the above requirements and a file copy marked ldquocopyrdquo (Objective 6)

7

Kn-5 List of free materials Create a list appropriate for middle or high school science teaching of 5 or more items (other than lesson plans and just teaching ideas) that teachers can get for just asking You may use the Educatorrsquos Guide to Free Science Materials (at the reference desk of the IUN library Q181A1 E3 1995) or the Web Describe each item and explain how one can obtain the materials Email the list to me before class so that I can distribute to all class members afterwards Students in S508 Give a copy to your cooperating teacher (Objective 2)

Kn-6 Science Classroom Safety Assignment Details will be determined by NSTA requirements

Kn-7 Corrections One point extra credit will be given to the first student who reports via email grammatical or spelling errors contained in this syllabus or on any official papers distributed in class

Assignments that reflect dispositions

D-1 Attendance and participation Students are expected to attend and participate in all class activities and discussions Students who cannot attend a class for whatever reason should call 980-7766 before class begins and arrange for an alternative assignment Students who will be late should also call No student with an unexcused absence will receive an A No student with two or more unexcused absences will receive a grade of B- or higher (Objective 1)

D-2 Science Teacher Organizations Provide documentation of membership in two science teacher organizations (State national or subject-area) or submit two 2-page reviews of articles from The Science Teacher or other approved science teacher journals or one of each If memberships are applied for do it early so that you have documentation before the end of the semester If reviews are written turn in a copy of the reviewed article with pertinent sentences highlighted (Objective 11)

D-3 Service learning activity and documentation After discussing this activity with your instructor volunteer your services to assist with some sort of science instruction or educational activity at a Science Olympiad event a local nature center a County State or National Park or other appropriate place Submit a thank you letter or certificate documenting participation (Objective 7)

D-4 Graduate-student essay (for students earning S508 or S518 graduate credit) bull Urban experience essay (S508-UTEP) Write a five-page essay in which you reflect upon the

teaching of middle school science in urban areas References to Purkey and Novaks Inviting School Success and reflections of other teachers at your field-experience site must be included as part of the essay

bull Transition to Teaching essay (S508-TtT) Write a five-page essay in which you reflect upon the teaching of middle school science The essay must reflect upon learning to teach science through the TtT program Students should be forthright in their stated opinions The purpose here is to assure graduate credit for students and at the same time to improve the program

bull S518 essay Write a five-page essay in which you reflect upon how the state of Indiana and your school district can give more support to classroom science teachers Include in your essay references to ISTEP to prerequisites to your course or other courses at your school to funding for equipment to professional development opportunities and to impediments or hurdles that make your job more difficult

8

M437 Methods of Teaching Science 5 ndash 12 S508 Teaching Science in Urban Middle Schools

S508 Methods of Teaching Science I (Transition to Teaching) M550 Practicum in Middle School Science

Spring 2011

Wednesdays 400 - 645 pm Hawthorn Hall room 329

INSTRUCTOR Dr Kenneth J Schoon Indiana University Northwest Hawthorn Hall 355 (980-7766--24 hour voice mail)

Office Hours After class or by appointment Email KSchooniunedu

FIELD EXPERIENCE REQUIREMENTS (M301 M500 M550 S510)

FE-1 Observe and reflect on at least 10 different science lessons S508 and M550 students who are full-time teachers should talk to Dr Schoon about ways to meet this assignment Reflections must be emailed ASAP after the observation or teaching experience They must include the date and time description of class and how that lesson might be done differently to be more effective next time Attach a lesson plan to all reflections that include your teaching For the Subject heading on the email type ldquoField Reflection 1rdquo etc Three questions that can help guide your reflections are

What happened

So what

Now what

FE-2 Demonstrate a discrepant event to a middle school science class Send in a reflection similar to those required above but label it ldquoDiscrepant Event in the Fieldrdquo

FE-3 Plan and teach 3 science lessons Videotape one of them bull One lesson shall be expository following a direct instruction model (such as the Madelyn Hunter

model with its seven steps) bull One lesson shall be based on the learning cycle (On your plan be sure to indicate its steps) bull The third lesson may be any type of guided discovery (lab) instruction

Students should prepare plans early enough so that after discussing them with the cooperating teacher they can be revised as necessary Lesson plans must include measureable instructional objectives and teaching plans including sample questions that you plan to ask the children

FE-4 Create an assessment instrument (eg quiz checksheet) for each of the above lessons which measures whether students met each of your objectives Use the instruments if your cooperating teacher approves

FE-5 Student Learning Report See requirements in the section above

Portfolio artifacts for students working towards a license (M437 M550 and S508)

In addition to being graded your lesson plans will be scored as portfolio artifacts for Artifact 2 (formerly called Artifact J) Higher Order Thinking Skills

9

Kn-5 List of free materials Create a list appropriate for middle or high school science teaching of 5 or more items (other than lesson plans and just teaching ideas) that teachers can get for just asking You may use the Educatorrsquos Guide to Free Science Materials (at the reference desk of the IUN library Q181A1 E3 1995) or the Web Describe each item and explain how one can obtain the materials Email the list to me before class so that I can distribute to all class members afterwards Students in S508 Give a copy to your cooperating teacher (Objective 2)

Kn-6 Science Classroom Safety Assignment Details will be determined by NSTA requirements

Kn-7 Corrections One point extra credit will be given to the first student who reports via email grammatical or spelling errors contained in this syllabus or on any official papers distributed in class

Assignments that reflect dispositions

D-1 Attendance and participation Students are expected to attend and participate in all class activities and discussions Students who cannot attend a class for whatever reason should call 980-7766 before class begins and arrange for an alternative assignment Students who will be late should also call No student with an unexcused absence will receive an A No student with two or more unexcused absences will receive a grade of B- or higher (Objective 1)

D-2 Science Teacher Organizations Provide documentation of membership in two science teacher organizations (State national or subject-area) or submit two 2-page reviews of articles from The Science Teacher or other approved science teacher journals or one of each If memberships are applied for do it early so that you have documentation before the end of the semester If reviews are written turn in a copy of the reviewed article with pertinent sentences highlighted (Objective 11)

D-3 Service learning activity and documentation After discussing this activity with your instructor volunteer your services to assist with some sort of science instruction or educational activity at a Science Olympiad event a local nature center a County State or National Park or other appropriate place Submit a thank you letter or certificate documenting participation (Objective 7)

D-4 Graduate-student essay (for students earning S508 or S518 graduate credit) bull Urban experience essay (S508-UTEP) Write a five-page essay in which you reflect upon the

teaching of middle school science in urban areas References to Purkey and Novaks Inviting School Success and reflections of other teachers at your field-experience site must be included as part of the essay

bull Transition to Teaching essay (S508-TtT) Write a five-page essay in which you reflect upon the teaching of middle school science The essay must reflect upon learning to teach science through the TtT program Students should be forthright in their stated opinions The purpose here is to assure graduate credit for students and at the same time to improve the program

bull S518 essay Write a five-page essay in which you reflect upon how the state of Indiana and your school district can give more support to classroom science teachers Include in your essay references to ISTEP to prerequisites to your course or other courses at your school to funding for equipment to professional development opportunities and to impediments or hurdles that make your job more difficult

8

M437 Methods of Teaching Science 5 ndash 12 S508 Teaching Science in Urban Middle Schools

S508 Methods of Teaching Science I (Transition to Teaching) M550 Practicum in Middle School Science

Spring 2011

Wednesdays 400 - 645 pm Hawthorn Hall room 329

INSTRUCTOR Dr Kenneth J Schoon Indiana University Northwest Hawthorn Hall 355 (980-7766--24 hour voice mail)

Office Hours After class or by appointment Email KSchooniunedu

FIELD EXPERIENCE REQUIREMENTS (M301 M500 M550 S510)

FE-1 Observe and reflect on at least 10 different science lessons S508 and M550 students who are full-time teachers should talk to Dr Schoon about ways to meet this assignment Reflections must be emailed ASAP after the observation or teaching experience They must include the date and time description of class and how that lesson might be done differently to be more effective next time Attach a lesson plan to all reflections that include your teaching For the Subject heading on the email type ldquoField Reflection 1rdquo etc Three questions that can help guide your reflections are

What happened

So what

Now what

FE-2 Demonstrate a discrepant event to a middle school science class Send in a reflection similar to those required above but label it ldquoDiscrepant Event in the Fieldrdquo

FE-3 Plan and teach 3 science lessons Videotape one of them bull One lesson shall be expository following a direct instruction model (such as the Madelyn Hunter

model with its seven steps) bull One lesson shall be based on the learning cycle (On your plan be sure to indicate its steps) bull The third lesson may be any type of guided discovery (lab) instruction

Students should prepare plans early enough so that after discussing them with the cooperating teacher they can be revised as necessary Lesson plans must include measureable instructional objectives and teaching plans including sample questions that you plan to ask the children

FE-4 Create an assessment instrument (eg quiz checksheet) for each of the above lessons which measures whether students met each of your objectives Use the instruments if your cooperating teacher approves

FE-5 Student Learning Report See requirements in the section above

Portfolio artifacts for students working towards a license (M437 M550 and S508)

In addition to being graded your lesson plans will be scored as portfolio artifacts for Artifact 2 (formerly called Artifact J) Higher Order Thinking Skills

9

M437 Methods of Teaching Science 5 ndash 12 S508 Teaching Science in Urban Middle Schools

S508 Methods of Teaching Science I (Transition to Teaching) M550 Practicum in Middle School Science

Spring 2011

Wednesdays 400 - 645 pm Hawthorn Hall room 329

INSTRUCTOR Dr Kenneth J Schoon Indiana University Northwest Hawthorn Hall 355 (980-7766--24 hour voice mail)

Office Hours After class or by appointment Email KSchooniunedu

FIELD EXPERIENCE REQUIREMENTS (M301 M500 M550 S510)

FE-1 Observe and reflect on at least 10 different science lessons S508 and M550 students who are full-time teachers should talk to Dr Schoon about ways to meet this assignment Reflections must be emailed ASAP after the observation or teaching experience They must include the date and time description of class and how that lesson might be done differently to be more effective next time Attach a lesson plan to all reflections that include your teaching For the Subject heading on the email type ldquoField Reflection 1rdquo etc Three questions that can help guide your reflections are

What happened

So what

Now what

FE-2 Demonstrate a discrepant event to a middle school science class Send in a reflection similar to those required above but label it ldquoDiscrepant Event in the Fieldrdquo

FE-3 Plan and teach 3 science lessons Videotape one of them bull One lesson shall be expository following a direct instruction model (such as the Madelyn Hunter

model with its seven steps) bull One lesson shall be based on the learning cycle (On your plan be sure to indicate its steps) bull The third lesson may be any type of guided discovery (lab) instruction

Students should prepare plans early enough so that after discussing them with the cooperating teacher they can be revised as necessary Lesson plans must include measureable instructional objectives and teaching plans including sample questions that you plan to ask the children

FE-4 Create an assessment instrument (eg quiz checksheet) for each of the above lessons which measures whether students met each of your objectives Use the instruments if your cooperating teacher approves

FE-5 Student Learning Report See requirements in the section above

Portfolio artifacts for students working towards a license (M437 M550 and S508)

In addition to being graded your lesson plans will be scored as portfolio artifacts for Artifact 2 (formerly called Artifact J) Higher Order Thinking Skills

9

VI ASSESSMENT AND GRADING Assignments and points possible for each

P-1 Pseudoscience report radic Kn-6 Science Classroom Safety Assignment 30 P-2 Discrepant event demonstration 10 Quiz 1 tba P-3 Conference download attendance radicradic Quiz 2 tba P-4 Snowflakes 6 D-1 Attendance and participation radic P-5 Web-site demonstrations radic D-2 Science teacher organizations radicor10 each P-6 Micro-teaching 20 D-5 Service learning activity radic P-7 Student learning report 25 D-4 Graduate-student essay 15 P-8 Advising receipt radic FE-1 Observation reflections w plans 30 P-9 Leaf collection 40 FE-2 Discrepant event radic Kn-1 Misconceptions report 24 FE-3 Lesson plans 30 Kn-2 Concept map 10 Video radic Kn-3 School context report 30 FE-4 Assessments 30 Kn-4 Field trip plan 25 Kn-5 List of Free Materials 15

Lesson plans Artifact J radic

Note Grades will be lowered for unexcused absences no student with an unexcused absence will receive an A Students who do not complete all assignments may receive an Incomplete Lack of participation (including excessive tardies or lack of attendance) will result in grades being lowered each absence after the first will result in a letter grade lowered Superior ratings (A+) will be given only to assignments which need no improvement and are produced independently with little input from the instructor Semester letter grades will be determined using the above and by the following scale

90-92 A- 93-97 A 98-100 A+ 80-82 B- 83-87 B 88-89 B+ 70-72 C- 73-77 C 78-79 C+ 60-62 D- 63-67 D 68-69 D+

VII BIBLIOGRAPHY

General Bibliography American Association for the Advancement of Science (1989) Science For All Americans Washington DC

American Association for the Advancement of Science American Association for the Advancement of Science (1993) Benchmarks for Science Literacy New York

Oxford University Press American Association for the Advancement of Science (2001) Atlas of Science Literacy Washington DC

American Association for the Advancement of Science Hart C (1994) Authentic Assessment A Handbook for Educators Addison-Wesley National Research Council (1996) National Science Education Standards Washington DC National Academy

Press National Research Council (1999) Selecting Instructional Materials A Guide for K-12 Science National Academy

Press National Research Council (2000) Inquiry and the National Science Education Standards A Guide for Teaching

and Learning National Academy of Science National Science Teachers Association (1992) The Content Core A Guide for Curriculum Designers Novak J (1991) Clarifying with Concept Maps The Science Teacher 58 (7) 45-49 Schoon K J (2003) Calumet Beginnings Indiana University Press Bloomington Indiana

10

Misconceptions Bibliography Arnaud n M W and M ntzes J J (1986) Students alternat ve concept ons of the human c rculatory system A

Cross-Age Study Science ducation 69 721-733 Aron RH et al (1994) Atmospher c M sconcept ons The Science Teacher 61 (1) 30-33 Ault C R Jr (1984) The everyday perspect ve and exceed ngly unobv ous mean ng Journal of Geological ducation 32 89-91

Ault C R Jr (1984) Intell gently wrong Some comments on ch ldrens m sconcept ons Science and Children 21(8) 22-24

Bar V (1989) Ch ldrenrsquos v ews about the water cycle Science ducation 73 (4) 481-500 Bar V amp Trav s AS (1991) Ch ldrens v ews concern ng phase changes Journal of Research in Science Teaching 28 (4) 363-382

Berg T amp Brouwer W (1991) Teacher awareness of student alternate concept ons about rotat onal mot on and grav ty Journal of Research in Science Teaching 28 3-18

Bell B (1985) Students Ideas about plant nutr t on Journal of Biological ducation 19 213-218 Ben-Zv R et al (1986) Is an atom of copper malleable Journal of Chemical ducation 63 64-66 Berg T and Brower W (1991) Teacher awareness of student alternate concept ons about rotat onal mot on and

grav ty Journal of Research in Science Teaching 28 3-18 Brody MJ et al (1988) An assessment of student knowledge n fourth e ghth and eleventh grades of sc ence and

natural resource concepts related to ac d c depos t on (ERIC Document Reproduct on Serv ce No ED 291 551) Brumby M N M sconcept ons about the concept of natural select on by med cal b ology students Science ducation 68 493-503

de Berg K (1995) Student understand ng of the volume mass and pressure of a r w th n a sealed syr nge n d fferent states of compress on Journal of Research in Science Teaching 32 871-884

Dove J (1998)Alternat ve concept ons about weather School Science Review 79 (289) 65-69 Eaton J F et al (1983) When students dont know they dont know Science and Children 20 6-9 Eaton J F Anderson C W and Sm th E L (1984) Studentsrsquo m sconcept ons nterfere w th sc ence learn ng

case stud es of F fth-grade students The lementary School Journal 84 (4) Enochs L G and Gabel D L (1984) Preserv ce elementary teachers concept ons of volume School Science and Mathematics 84 670-680

Feder K (1986) The challenges of pseudosc ence Journal of College Science Teaching Feb 276-280 F sher K M et al (1986) Student m sconcept ons and teacher assumpt ons n college b ology Journal of College Science Teaching February 276-280

Fraser AB (2000) Bad Meteorology httpwwwemspsuedu~fraserBadMeteorologyhtml Gardner CM S mmons PE amp S mpson RE (1992) The effects of CAI and hands-on act v t es on elementary

studentsrsquo att tudes and weather knowledge School Science and Mathematics 92 (6) 334-336 Harr son A et al (1999) Invest gat ng a grade 11 students evolv ng concept ons of heat and temperature Journal of Research in Science Teaching 36 39-54

Henr ques L (2000) Ch drenrsquos m sconcept ons about weather A rev ew of the l terature Paper presented at NARST Apr l 29 2000 [Note Doesnrsquot have all the data of the stud es rev ewed]

Hewson P W (1985) D agnos s and remed at on of an alternate concept on of veloc ty us ng a m crocomputer program American Journal of Physics 53 684-690

Johns K W (1984) Stamp out blue blood Science and Children May 20-22 Lee O E ch nger DC Anderson CW Berkhe mer GD amp Blakeslee TD (1993) Chang ng m ddle school

studentsrsquo concept ons of matter and molecules Journal of Research in Science Teaching 30 (3) 249-270 Meyer W B (1987) Vernacular Amer can theor es of earth sc ence Jour of Geological ducation 35 193-196 Mas CJ Perez JH amp Harr s H (1987) Parallels between adolescentsrsquo concept ons of gases and the h story of

chem stry Journal of Chemical ducation 64 616-618 M ntzes J J (1984) Na ve theor es n b ology Ch ldrens concepts of the human body School Science and Mathematics 84 548-555

Munson B H (1994) Ecolog cal M sconcept ons Journal of nvironmental ducation 25 (4) Nelson BD Aron RH amp Francek MA (1992) Clar f cat on of selected m sconcept ons n phys cal geography

Journal of Geography 91 (2) 76-80

11

Misconceptions Bibliography Arnaud n M W and M ntzes J J (1986) Students alternat ve concept ons of the human c rculatory system A

Cross-Age Study Science ducation 69 721-733 Aron RH et al (1994) Atmospher c M sconcept ons The Science Teacher 61 (1) 30-33 Ault C R Jr (1984) The everyday perspect ve and exceed ngly unobv ous mean ng Journal of Geological ducation 32 89-91

Ault C R Jr (1984) Intell gently wrong Some comments on ch ldrens m sconcept ons Science and Children 21(8) 22-24

Bar V (1989) Ch ldrenrsquos v ews about the water cycle Science ducation 73 (4) 481-500 Bar V amp Trav s AS (1991) Ch ldrens v ews concern ng phase changes Journal of Research in Science Teaching 28 (4) 363-382

Berg T amp Brouwer W (1991) Teacher awareness of student alternate concept ons about rotat onal mot on and grav ty Journal of Research in Science Teaching 28 3-18

Bell B (1985) Students Ideas about plant nutr t on Journal of Biological ducation 19 213-218 Ben-Zv R et al (1986) Is an atom of copper malleable Journal of Chemical ducation 63 64-66 Berg T and Brower W (1991) Teacher awareness of student alternate concept ons about rotat onal mot on and

grav ty Journal of Research in Science Teaching 28 3-18 Brody MJ et al (1988) An assessment of student knowledge n fourth e ghth and eleventh grades of sc ence and

natural resource concepts related to ac d c depos t on (ERIC Document Reproduct on Serv ce No ED 291 551) Brumby M N M sconcept ons about the concept of natural select on by med cal b ology students Science ducation 68 493-503

de Berg K (1995) Student understand ng of the volume mass and pressure of a r w th n a sealed syr nge n d fferent states of compress on Journal of Research in Science Teaching 32 871-884

Dove J (1998)Alternat ve concept ons about weather School Science Review 79 (289) 65-69 Eaton J F et al (1983) When students dont know they dont know Science and Children 20 6-9 Eaton J F Anderson C W and Sm th E L (1984) Studentsrsquo m sconcept ons nterfere w th sc ence learn ng

case stud es of F fth-grade students The lementary School Journal 84 (4) Enochs L G and Gabel D L (1984) Preserv ce elementary teachers concept ons of volume School Science and Mathematics 84 670-680

Feder K (1986) The challenges of pseudosc ence Journal of College Science Teaching Feb 276-280 F sher K M et al (1986) Student m sconcept ons and teacher assumpt ons n college b ology Journal of College Science Teaching February 276-280

Fraser AB (2000) Bad Meteorology httpwwwemspsuedu~fraserBadMeteorologyhtml Gardner CM S mmons PE amp S mpson RE (1992) The effects of CAI and hands-on act v t es on elementary

studentsrsquo att tudes and weather knowledge School Science and Mathematics 92 (6) 334-336 Harr son A et al (1999) Invest gat ng a grade 11 students evolv ng concept ons of heat and temperature Journal of Research in Science Teaching 36 39-54

Henr ques L (2000) Ch drenrsquos m sconcept ons about weather A rev ew of the l terature Paper presented at NARST Apr l 29 2000 [Note Doesnrsquot have all the data of the stud es rev ewed]

Hewson P W (1985) D agnos s and remed at on of an alternate concept on of veloc ty us ng a m crocomputer program American Journal of Physics 53 684-690

Johns K W (1984) Stamp out blue blood Science and Children May 20-22 Lee O E ch nger DC Anderson CW Berkhe mer GD amp Blakeslee TD (1993) Chang ng m ddle school

studentsrsquo concept ons of matter and molecules Journal of Research in Science Teaching 30 (3) 249-270 Meyer W B (1987) Vernacular Amer can theor es of earth sc ence Jour of Geological ducation 35 193-196 Mas CJ Perez JH amp Harr s H (1987) Parallels between adolescentsrsquo concept ons of gases and the h story of

chem stry Journal of Chemical ducation 64 616-618 M ntzes J J (1984) Na ve theor es n b ology Ch ldrens concepts of the human body School Science and Mathematics 84 548-555

Munson B H (1994) Ecolog cal M sconcept ons Journal of nvironmental ducation 25 (4) Nelson BD Aron RH amp Francek MA (1992) Clar f cat on of selected m sconcept ons n phys cal geography

Journal of Geography 91 (2) 76-80

11

Nov ck S amp Nussbaum J (1981) Pup ls understand ng of the part culate nature of matter A cross-age study Science ducation 65 (2) 187-196

Nussbaum J (1979) Ch ldrens concept ons of the earth as a cosm c body A cross-age study Sci d 63 83-93 Nussbaum J (1985)The part culate nature of matter n the gaseous phase n R Dr ver E Guesne amp A T bergh en

(eds) Childrenrsquos Ideas in Science London UK Open Un vers ty Press 124-144 Osborne R J and Cosgrove M (1983) Ch ldrens concept ons of the changes of state of water Journal of Research in Science Teaching 20 825-838 Journal of Research in Science Teaching 32 939-938

Ph l ps WC (1991) Earth Sc ence M sconcept ons The Science Teacher 58 (2) 21-23 Schoon K J (1992) Students Alternat ve Concept ons of Earth and Space Jour of Geological d 40 209-214 Schoon K (1995) The or g n and extent of alternat ve concept ons n the earth and space sc ences A survey of pre-

serv ce elementary teachers Journal of lementary Science ducation 7 (2) 27-46 Stavy R (1990) Ch ldrenrsquos concept on of changes n the state of matter From l qu d (or sol d) to gas Journal of

Research n Sc ence Teach ng 27 (3) 247-266 Stavy R (1991) Ch ldrenrsquos deas about matter School Science and Mathematics 91 (6) 240-244 Stephans J and Kuehn C (1985) Ch ldrens concept ons of weather Science and Children 44-47 Tam r P Gal-Chopp n R and Nuss nov tz R (1981) How do ntermed ate and jun or h gh school students

conceptual ze l v ng and nonl v ng Journal of Research in Science Teaching 18 241-248 VanH se YA (1988) Student m sconcept ons n mechan cs The Physics Teacher 26 498-502 Watts M (1983) Some alternat ve v ews of energy Physics ducation 18 213-216 Wescott D J and Cunn ngham D L (2005) Recogn z ng Student M sconcept ons about Sc ence and Evolut on Mountain Rise Spr ngSummer

VIII Principles of the Interstate New Teacher Assessment and Support Consortium These courses and the School of Educationrsquos conceptual framework are aligned with the ten principles of the Interstate New Teacher Assessment and Support Consortium (INTASC) The following chart shows the

ten INTASC principles and the course objectives which apply to them

INTASC Principles Course Objectives 1 Knowledge of Subject Matter 4 7 8 2 Knowledge of Human Development and Learning 7 8 9

3 Adapting Instruction for Individual Needs 7 8 9 4 Multiple Instructional Strategies 2 3 4 5 8 5 Classroom Motivation and Management Skills 8 6 Communication Skills 1 2 8 7 Instructional Planning Skills 7 8 8 Assessment of Student Learning 8 9 Professional Commitment and Responsibility 1 10 11

10 School and Community Partnerships 5 6

IX Indiana Professional Standards Board Developmental Standards

This course also helps students meet the following Developmental Standards established by the Indiana Professional Standards Board Standards below that are followed by an asterisk are particularly emphasized by this course

Early Adolescence Generalist Teachers 1 Young Adolescent Development 6 Family Involvement 2 Healthy Development of Young Adolescents 7 Community Involvement 3 Middle School Philosophy and Organization 8 Teacher Roles 4 Middle School Curriculum 9 Collaborative Behavior 5 Middle School Instruction

The standards that have an asterisk are those especially targeted by these courses

12

X TENTATIVE SCHEDULE

Wk Date Topic Readings Assignments

1 Jan 12 Introductions discrepant events and course preview The nature of pseudoscience

2 19 Pseudoscience discussions Science teacher continuing education Introduction to methods of teaching science

Pseudoscience report Conference downloads

3 26 Informal science Science Olympiad

4 Feb 2 A Private Universe Student misconceptions Seasonal activities Long-term science activities

List of free materials

February 3 2011 Chinese New Year

5 9 HASTI No Class [First Week of Field for M437]

February 9 - 11 2011 HASTI Convention Indianapolis

6 16 HASTI experiences Introduction to safety in the classroom

February 19 2011 IU Northwest Science Olympiad Regional Tournament

7 23 Lesson planning Indiana Academic Standards Good realistic objectives and authentic assessment

8 Mar 2 Discrepant event demos Science process skills Discrepant event

9 9 Misconception ppt presentations The Nature of Science Misconception report

16 Spring break No class

10 23 Local science

11 30 Models of teaching science 5 Es Web resources Web site demonstration

12 Apr 6 Safety presentations Safety reports Models of teaching science Direct Instruction ala Hunter

13 13 Gibson Woods field trip Field trip plan

14 20 School context ppt presentations School context report

15 27 Video presentations + web videos Advising receipt Student Learning Report

16 May 4 Leaf collections Field assignments

Depending on when leaves appear on trees this year the leaf collections may have to be done after the end of the semester

13

Artifa t S ore Sheet - Class ______ Student _________________ -- Initial Program

HIGHER ORDER THINKING SKILLS

2 E325 E547 M330 M437 M441 M457 M452 S508

4 = Exce ent (c ear convincing and consistent evidence) 3 = Quite Satisfactory (c ear and convincing evidence) 2 = Needs Revision ( imited evidence) 1 = Unacceptab e ( itt e or no evidence)

Score

1 Identify and ana yze K-12 studentsrsquo eve s of thinking

2 Use instructiona strategies that require students to engage in ana ysis synthesis andor eva uation

3 Specifies how the activity requires students to so ve or address prob ems

4 Inc ude and identify materia s that require a range of higher order thinking ski s

Artifacts must a so pass IU Nor hwes Wri ing Compe ency standards See Web httpwww iun edu~writenwcompetencies shtml

ARTIFACT _____________________________________ SCORE ______

Reviewers Signature ________________________________ DATE _______

14

X TENTATIVE SCHEDULE

Wk Date Topic Readings Assignments

1 Jan 12 Introductions discrepant events and course preview The nature of pseudoscience

2 19 Pseudoscience discussions Science teacher continuing education Introduction to methods of teaching science

Pseudoscience report Conference downloads

3 26 Informal science Science Olympiad

4 Feb 2 A Private Universe Student misconceptions Seasonal activities Long-term science activities

List of free materials

February 3 2011 Chinese New Year

5 9 HASTI No Class [First Week of Field for M437]

February 9 - 11 2011 HASTI Convention Indianapolis

6 16 HASTI experiences Introduction to safety in the classroom

February 19 2011 IU Northwest Science Olympiad Regional Tournament

7 23 Lesson planning Indiana Academic Standards Good realistic objectives and authentic assessment

8 Mar 2 Discrepant event demos Science process skills Discrepant event

9 9 Misconception ppt presentations The Nature of Science Misconception report

16 Spring break No class

10 23 Local science

11 30 Models of teaching science 5 Es Web resources Web site demonstration

12 Apr 6 Safety presentations Safety reports Models of teaching science Direct Instruction ala Hunter

13 13 Gibson Woods field trip Field trip plan

14 20 School context ppt presentations School context report

15 27 Video presentations + web videos Advising receipt Student Learning Report

16 May 4 Leaf collections Field assignments

Depending on when leaves appear on trees this year the leaf collections may have to be done after the end of the semester

13

Artifa t S ore Sheet - Class ______ Student _________________ -- Initial Program

HIGHER ORDER THINKING SKILLS

2 E325 E547 M330 M437 M441 M457 M452 S508

4 = Exce ent (c ear convincing and consistent evidence) 3 = Quite Satisfactory (c ear and convincing evidence) 2 = Needs Revision ( imited evidence) 1 = Unacceptab e ( itt e or no evidence)

Score

1 Identify and ana yze K-12 studentsrsquo eve s of thinking

2 Use instructiona strategies that require students to engage in ana ysis synthesis andor eva uation

3 Specifies how the activity requires students to so ve or address prob ems

4 Inc ude and identify materia s that require a range of higher order thinking ski s

Artifacts must a so pass IU Nor hwes Wri ing Compe ency standards See Web httpwww iun edu~writenwcompetencies shtml

ARTIFACT _____________________________________ SCORE ______

Reviewers Signature ________________________________ DATE _______

14

Artifa t S ore Sheet - Class ______ Student _________________ -- Initial Program

HIGHER ORDER THINKING SKILLS

2 E325 E547 M330 M437 M441 M457 M452 S508

4 = Exce ent (c ear convincing and consistent evidence) 3 = Quite Satisfactory (c ear and convincing evidence) 2 = Needs Revision ( imited evidence) 1 = Unacceptab e ( itt e or no evidence)

Score

1 Identify and ana yze K-12 studentsrsquo eve s of thinking

2 Use instructiona strategies that require students to engage in ana ysis synthesis andor eva uation

3 Specifies how the activity requires students to so ve or address prob ems

4 Inc ude and identify materia s that require a range of higher order thinking ski s

Artifacts must a so pass IU Nor hwes Wri ing Compe ency standards See Web httpwww iun edu~writenwcompetencies shtml

ARTIFACT _____________________________________ SCORE ______

Reviewers Signature ________________________________ DATE _______

14