August 24, 2014

Teaching Science in the Middle School (TCH 366) Department of Teacher Education

Shippensburg University

Fall 2014

Monday/Wednesday 2:00-3:15 p.m.

All classes meet in FSC 102

Dr. Christine Anne Royce Office: Shippen 214A

Phone: 477-1681 Email:

CARoyc@ship.edu http://webspace.ship.edu/caroyc

Office Hours:

Monday 1:00-1:30p.m. Tuesday 10:00-11:00 a.m. and 1:00-2:30 p.m.

Wednesday 9:00-11:00 a.m. Office hours subject to change by notice

Also by appointment CATALOG DESCRIPTION: This course introduces prospective teachers to the organization of middle level science including a wide range of safe and developmentally appropriate teaching strategies and materials (including instructional technology), and to a variety of assessment techniques used in science classrooms. The course emphasizes combining candidates’ content knowledge with specific teaching strategies in order to identify and build upon students’ pre- and misconceptions about scientific concepts. Candidates will have opportunities to plan lessons using a variety of science-specific curriculum resources. There is a field component associated with this course.

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COURSE OBJECTIVES (Based on INTASC Principles) and Referenced to Shippensburg NCATE Standards: The student will: 1. understand and describe how the history of science education impacts on the current status of science

in the elementary classroom. (Principles: 1, 7) (NCATE Standard 3)(PDE IIC1, PDE IIC7)

2. demonstrate an understanding of and the ability to utilize the National Science Education Standards and Pennsylvania Standards for Science and Technology and Environment and Ecology in the planning of science lessons. (Principles: 1, 4, 7) (NCATE Standard 2.3) (PDE IIC2)

3. develop an appreciation of the importance that science plays in the middle school program and individual student's lives. (Principles: 2, 10) (NCATE Standard 2.5)(PDE IIC1)

4. identify, develop, and demonstrate the basic skills and teaching strategies needed for teaching science at the middle level to include cross and inter disciplinary approaches. (Principles: 1, 2, 3, 4, 5, 6, 7, 9)(NCATE Standard 2.5)(PDE IE)

5. participate in science activities designed to model excellence in middle school science instruction and be introduced to examples of middle school science instruction singled out as exemplary models. (Principles: 1, 4) (NCATE Standard 3) (PDE IE, PDE IIC7)

6. survey, collect, and develop science education materials appropriate for all students within the middle school science classroom. (Principles: 1, 2, 4, 7) (NCATE Standard 3) (PDE IE, PDE IIC1, PDE IIC7)

7. design lessons for the middle school science classroom that follow a solid planning foundation and utilize various teaching strategies and materials. (Principles: 1, 2, 4, 7) (NCATE Standard 3) (PDE IE, PDE IIC1)

8. identify and develop the skills necessary to bring about learning of science for all students, including those with special needs. (Principles: 1, 2, 3, 7) (NCATE Standard 1.1) (PDE IE)

9. explore the uses of technology in the science classroom. (Principle: 6) (NCATE Standard 3) (PDE IF, PDE IIC1)

10. examine the use of cross curricular connections as a method for teaching science. Principles: 1, 2, 4, 7) (NCATE Standard 3) (PDE IE, PDE IIC1)

11. identify, address, and handle safety concerns associated with the elementary science classroom (Principle: 1, 4) (NCATE Standard 3) (PDE IIC1, PDE IG)

12. connect science content knowledge and pedagogical content knowledge through the design and investigation of an appropriate inquiry based activity. PDE IIC7, PDE IE)

REQUIRED TEXT/MATERIALS: Goldston, M. J. & Downey, L (2013). Your science classroom: Becoming an elementary/middle school science teacher. Los Angeles, CA: Sage Publications. Colburn, A. (2003). The lingo of learning: 88 Education terms every science teacher should know. Arlington, VA: NSTA Press (downloadable chapters as part of the NSTA Learning Center Subscription) NSTA Learning Center Subscription which includes student membership in the National Science Teachers Association - www.nsta.org (Proof of membership is required). Articles posted to the NSTA Learning Center PA Department of Education (2002). Standards for Science and Technology PA Department of Education (2002). Standards for Environment and Ecology

Composition Notebook to use as your Science Notebook RECOMMENDED:

National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas. Washington, DC: National Academy Press. http://www.nap.edu/catalog.php?record_id=13165# (Free registration required)

Achieve (2013). Next Generation Science Standards. http://www.nextgenscience.org/next-generation-science-standards

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COURSE REQUIREMENTS NSTA Class Learning Center Enrollment/Membership in the National Science Teachers Association (Required) As part of this class, you will purchase a 6 month subscription to the NSTA Learning Center Class Page. This electronic platform will allow you to save materials from the NSTA Learning Center for use after the class ends. It will also provide you with a student membership for NSTA for one year. Students are required to join the National Science Teachers Association as a student member for this course. This is a requirement and failure to do so will reduce your grade by 50% of your points thus resulting in a failing grade. You will have several assignments this semester that will utilize features on the NSTA website and Learning Center and membership is required for such assignments. Resource Collection Development and Review (125 points) This assignment has two parts. The first is where students will develop a resource collection of ideas for a challenging science area based on the outcome of their PD Indexer. The collection will include a minimum of 5 websites, 3 eChapters that could be used as reference for the teacher, 5 activities (journal articles) for learning, and 2 chapter books that can be used to connect literature and science. All of the materials will be collected and saved in a “collection” within their NSTA Learning Center. Students will also provide an annotated bibliography for each resource and post their collection to both their NSTA Learning Center account and Desire2Learn for others to share. Activities selected should include alignment to the PA STEE standards. Students will also include a reflective essay that connects their understanding of “good pedagogy” to their selections to justify why these were considered to be appropriate for inclusion at this age level. The second part of this lesson is where you will review a previously made collection that will be assigned to you from the NSTA Learning Center and prepare an Elevator Speech (to a really high floor) that is no more than five minutes in length. You will review all of the articles within the collection and create a two page graphical information handout that you will present to and share with the rest of the class that summarizes the top 8-10 points from the review of the topic. These assignments and sharing will be ongoing throughout the semester. Reading Check (50 pts) There will be an outside quiz/reading check early in the semester. This assignment will ask the students to utilize and apply information learned as well as test factual information presented in class and in the readings. Microteaching Assignment: (100 points) Students will be assigned to a group in order to develop and present a hands-on/minds-on lesson. In addition, this group will be assigned one or more of the PA STEE Standards and grade level around which to develop their lesson. This microteaching experience allows students to plan and teach a science lesson under a standards driven approach. The lesson must utilize an engaging activity in which the students are actively involved in constructing new knowledge about a topic. Each group will be given a 30 minute time period to present their lesson to the class. Each group must supply all materials for the lesson in order to have the class participate. The group will turn in a completed lesson plan which identifies the PA STEE Standards, a copy of handout (if any), and a one-two page paper explaining why this lesson covers the assigned standards and where those standards connect to the assessment anchors. A part of this assignment will be a one page summary of the lesson which will include the following: title, source, materials required, and instructions/procedures. The summary sheet will be prepared by the presenters in sufficient quantity to permit distribution to every class member. This microteaching lesson will also be uploaded into your NSTA Learning Center account. Midterm Exam (100 points) A to-date comprehensive midterm exam will be given. Materials will be from assigned readings, the text, and classroom instruction.

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Technology Infusion (50 points) This project will consist of two components. The first will be an assigned date where the student will be responsible for locating and sharing two different technology strategies/apps/websites etc. with their class members. This should be no longer than a ten minute demonstration lesson and assignments are listed on the due dates as Ten Minute Tech. A single page summary sheet should also be developed for their classmates. The second component requires creativity and will be the development of a music video related to a science concept. Examples will be shared in class along with additional information. The music videos will be developed as a team effort utilizing your microteaching groups. Individualized Research Project OR Conference Attendance (100 points) Students will design, plan, conduct and interpret a research project in science relating to a content area of their choice – chosen in collaboration with the instructor. This project will be long term and require the demonstration of both content knowledge and the ability to use the science process skills as well as a connection to understanding the pedagogical knowledge associated with utilizing inquiry based research projects in the middle school classroom. Students will maintain a research notebook that cross references their engagement in the research project to pedagogical content knowledge. The alternate assignment to this would be to attend and present at the PSTA conference on Thursday, December 4, 2014 in State College. Students will be responsible for paying the membership fee and lunch fee as well as their own transportation. More information will be shared early in class. Students will be required to commit to ONE or the OTHER of these choices early in the semester. Science Notebooking/Homework/Online Assignments (175 pts) Throughout the semester students will be engaging in activities in class, have homework assignments, and be directed to complete online assignments as well.

As part of the activities in class, students will be required to keep a “science notebook” in order to model and practice the use of science notebooking as an instructional methodology and assessment strategy. The science notebook will be collected at designated points for inspection.

Homework assignments will be given in class and due on an announced date.

Online assignments will be in lieu of class assignments and will be posted to Desire2Learn. PD Indexer (50 pts) One of the first things a teacher needs to realize – is what they “don’t know” so that they can better prepare for what they will need to teach. Using the NSTA Learning Center “PD Indexer” students will be required to complete an evaluation of their knowledge in the three science areas – earth and space, life, and physical sciences. This will be completed as an online assessment through the NSTA Learning Center and will be done as an initial evaluation to determine your “in-need” areas of science. This will be explained in more detail during class. Online Safety Certification (75 points) Safety is one of the utmost concerns in a science classroom and has a basis in legal responsibilities for the science teacher. You will be responsible for registering for and successfully completing an online safety course sponsored by Flinn Scientific. This course can be completed over a period of time and is six hours in length. You will need to produce the certificate of successful completion for this assignment. Integrated Unit (125 points) Each student will develop a two week curricular unit on a topic of their choice in a science area for the middle grades (6-8). An outline of components will be provided in class and discussed. This teaching unit should follow the outline for a unit plan to include unit goals, daily objectives, sequence of activities; assessments, etc.

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It should be assumed that science is a daily subject that has a forty-five minute period. The unit plan should include all necessary lesson plan outlines, handouts, worksheets, etc. More information will be provided in class. THE FINE PRINT Course Assignments and the Need to be Proactive (aka the 72 hour rule) Realizing that there are many projects due during the professional semester, faculty make every effort to provide students with adequate time to complete their projects. Examples of such efforts include providing guidelines that outline the requirements, discussing the assignment in advance of the due date, and being available to answer clarifying questions on the assignment. While it is understood the need to provide guidance to the student in their learning experience, it is expected that this relationship is a two way street and that the student will work on their assignments in a timely manner. Therefore, in an effort of encouraging students to be proactive, please note that faculty will be more than happy to answer questions about projects, clarify expectations, provide guidance on requirements, etc. from the date the assignment is given up to 72 hours prior to the assignment due date. TK20 You are required to have TK-20. You will be required to submit your integrated unit to this platform. Shippensburg University’s Teacher Education Conceptual Framework The Shippensburg University’s Teacher Education Conceptual Framework is based on the perception that the College of Education and Human Services programs, both graduate and undergraduate, integrate teaching, scholarship and service into a collaborative decision-making model focused on instructional planning, assessment and reflection. This framework also recognizes that learners are continually changing, and that learners’ past experiences and external influences add to the Shippensburg University teaching and learning environment. For more information concerning the College of Education and Human Services Conceptual Framework and other NCATE documents, see www.ship.edu/~coleduc/NCATE Latework Material may be submitted up to one week beyond the due date (except for presentation dates which are accepted at the appointed time only) for one-half credit. Beyond this time, no point value will be awarded. Academic Honesty I choose to state that academic honesty is expected of all students. All projects and activities completed by the student must be ORIGINAL WORK for this course. Plagiarism, stealing (or borrowing), or passing the work or ideas of others as the work or idea of your own is considered academic dishonesty and will not be tolerated. However, since these unfortunate events do occur, academic dishonesty will be punished. Please review the undergraduate catalog for more specific information on plagiarism and possible ramifications for academic dishonesty. EVALUATION: Points Proof of NSTA Membership REQUIRED or Penalty Resource Collection ........................................................................................................... Resource Collection –Original ..................................................................................... 75 Elevator Speech ............................................................................................................. 50 Technology Infusion Assignment Ten Minute Tech ........................................................................................................... 10 Science Music Video ..................................................................................................... 40 Microteaching ..................................................................................................................... 100 MID-TERM .......................................................................................................................... 100 Individualized Research Project ....................................................................................... 100 Reading Check ................................................................................................................... 50 PD Indexer .......................................................................................................................... 50

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Integrated Unit ................................................................................................................... 125 Science Notebooking/Homework/Online Assignments ................................................ 175 Online Safety Certification ................................................................................................ 75 GRADING: A 95-100% C+ 78-80.9% A- 91-94.9% C 71-77.9% B+ 88-90.9% D 65-70.9% B 84-87.9% F 64.9% or below B-81-83.9% WORK ETHIC/ATTITUDE/PROFESSIONALISM IN SCIENCE METHODS You have made a personal choice at this stage in your life to be a college student. As a college student, it is expected that you will dedicate your time to this endeavor. I am willing to work with students provided the student discusses their concerns individually with me prior to a deadline. *Professionalism was discussed in your foundations class. You may have discussed it under the title of ethics. This includes behavior and attitudes in your field placement as well as methods classes. Examples of unprofessional behavior include (but are not limited to) gossiping about your colleagues or the children in your care, profanity (particularly around the children in your care), cheating, tardiness and absence without medical or other legitimate reason (unexcused absences), lack of preparation for lessons including not having a lesson plan or the materials for a lesson.

Therefore, an adjustment of 5% may be added (or subtracted) from the final point totals for those students demonstrating extraordinary contributions (or indifference) to the class through perfect attendance (lateness and/or cuts) extraordinary preparation (or lack thereof) or especially active participation (or inactivity) in the course activities. All students will begin the course with 0 pts. in this category and the evaluation for adjustment will be instructor observation.

Please note, ongoing and continuing issues in your field placement class that requires instructor

intervention MAY result in your grade being lowered by up to 10%.

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BIBLIOGRAPHY (Updated Spring 2014) Abruscato, J. (2000). Teaching children science: A discovery approach (5th ed). Boston, MA: Allyn

and Bacon. Abruscato, J. (2001). Teaching children science: Discovery methods for the elementary and middle level grades. Needham Heights, MA: Allyn and Bacon. American Association for the Advancement of Science. (1990). Science for all Americans. Washington,

DC: Oxford University Press. American Association for the Advancement of Science. (1993). B

Benchmarks for scientific literacy. Washington, DC: Oxford University Press. Atkin, J. M., & Black, P. (2003). Inside science education reform: A history of curricular and policy

change. New York, NY: Teachers College Press. Bosak, S. V. (1991). Science is…. Ontario, Canada: Scholastic, Inc. Bransford, J.D., Brown, A. L., & Cocking, R. R. (Eds). (2000). How people learn: Brain, mind

experience and school. Washington, DC: National Academy Press. Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, NH:

Heinemann. bell, B., & Fulton, L. (2003). Science notebooks: Writing about inquiry. Portsmouth, NH:

Heinemann. Carin, A. A. (1997). Teaching science through discovery 8th ed. Upper Saddle River, NJ: Prentice Hall,

Inc. Chase, C. I. (1999). Contemporary assessment for educators. New York, NY: Longman. Cothrom, J. H., Giese, R. N., & Rezba, R. J. (1989). Students and research. Dubuque, IA: Kendall Hunt

Publishing Co. Duschl, R. A., Schweingruber, H. A., & Shouse, A. W., (Eds.) (2007). Taking science to school:

Learning and teaching science in grades K-8. Washington, DC: National Academies Press. Enger, S. K., & Yager, R. E. (2001). Assessing student understanding in science: A standards-based K-12

handbook. Thousand Oaks, CA: Corwin Press, Inc. Funk, H. J., Fiel, R. L., Okey, J. R., Jaus, H. H., & Sprague, C. S. (1985). Learning science process skills,

2nd ed. Dubuque, IA: Kendall Hunt Publishing Co Harlan, J. D., & Rivkin, M. S. (2004). Science experiences for the early childhood years. (8th edition).

Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Harlen, W. (2001). Primary science: Taking the Plunge (2nd ed). Portsmouth, NH: Heinemann. Hazen, R. M. & Trefil, J. (1991). Science matters: Achieving scientific literacy. New York, NY: Anchor

Books. Hein, G. E., & Price, S. (1994). Active assessment for active science. Portsmouth, NH: Heinemann. Holdzkum, D., & Lutz, P. B. (1984). Research within reach: Science education. Washington, DC:

National Science Teachers Association. Howe, A. C., & Jones, L. (1998). Engaging children in science 2nd ed. Upper Saddle River, NJ: Prentice

Hall, Inc. Jacobs, H. H. (Ed). (1989). Interdisciplinary curriculum: Design and implementation. Alexandria, VA:

Association for Supervision and Curriculum Development. Keeley, P., Eberle, F., & Tugel, J. (2007). Uncovering student ideas in science: 25 More Formative

Assessment Probes. Arlington, VA: National Science Teachers Association. Krueger, A., & Sutton, J. (Eds). EDThoughts: What we know about science teaching and learning.

Aurora, CO: Mid-continent Research for Education and Learning. Lederman, N. G., Lederman, J. S., & Bell, R. L. (2004). Constructing science in elementary classrooms.

Boston, MA: Pearson. Loucks-Horsley, Susan, et.al. (1990). Elementary school science for the 90's. Alexandria, VA:

Association for Supervision and Curriculum Development. Mangan, M. A. (2007). Brain compatible science (2nd ed). Thousand Oaks, CA: Corwin Press. Martin, D. J. (1997). Elementary science methods: A constructivist approach. Albany, NY: Delmar

Publishing, Inc. Mercier, S. & Ostlund, K., (1999). Rising to the challenge of the National Science Education Standards:

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The processes of science inquiry - primary grades. Fresno, CA: S& K Associates: National Research Council. (2001). Classroom Assessment and the National Science Education

Standards. Washington, DC: National Academy Press. National Research Council. (2000). Inquiry and the National Science Education Standards: A guide for

teaching and learning. Washington, DC: National Academy Press. National Research Council. (1998). National Science Education Standards. Washington, DC: National

Academy Press. National Research Council (1999). Selecting Instructional materials. Washington, DC: National

Academy Press. National Science Teachers Association. (1982). Focus on excellence: elementary science. Washington,

DC: Author. Ostlund, K., & Mercier, S. (1996). Rising to the challenge of the National Science Education Standards:

The processes of science inquiry - grades 5-8. Fresno, CA: S& K Associates: Paulu, N., & Martin, M. (1992). Helping your child learn science. Washington, DC.: U.S. Department

of Education. Ramig, J. E., Bailer, J., & Ramsey, J. M. (1995). Teaching science process skills. Torrance, CA: Good

Apple: Rowe, Mary Budd. (1978). Teaching science as continuous inquiry: a basic. New York, NY: McGraw-

Hill. Sherman, S. J. (2000). Science and science teaching. Boston, MA: Houghton Mifflin Company. Their, H. D. (2001). Developing inquiry based science material: A guide for educators. New York, NY:

Teachers College Press. Web Resources

A Framework for K-12 Science Education http://www.nap.edu/catalog.php?record_id=13165 This is the on-line readable version of the Frameworks. National Science Education Standards http://nap.edu/readingroom/books/nses/html/ This is the on-line readable version of the National Science Education Standards. Benchmarks for Science Literacy http://www.project2061.org/tools/benchol/bolframe.htm This is the on-line searchable Benchmarks for Science Literacy Website.

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Outline of Assignments/Class Topics Homework Assignments will be given in class and are not noted on the syllabus.

Additional articles may be assigned with notice.

Date Topic Readings Due Student Collaboration

August 25 (M)

What is Science??

Goldston -Chapter 1

August 27 (W)

Are you scientifically literate?

Goldston - Chapter 2 Davis and Coskie Article Schinske, Clayman, Busch, and Tanner Article LoGiudici and Ende Article

Student Information Sheet

September 1 (M)

Labor Day – No Class

September 3 (W)

How did we get to this point? History of Science Education

What patterns have emerged since the late 1800s in science education?

Why have different movements been a success or failure?

What has the science education community learned from the past?

Goldston - Chapter 2 Anderson Article Nelson Article

Must be registered for the NSTA Learning Center Account (Proof of Membership)

September 8 (M)

What guides science education? Standards, NGSS, Frameworks and the Common Core

Where did the standards come from – national, state?

Why are standards important and how do we use them?

Goldston - Chapter 2 Colburn – Chapter 10 Pratt Framework Reader’s Guide

Decision about Final Project/Conference

Ten Minute Tech: Ariel Welsh Elevator Speech: Tonya Minisci

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How do the standards connect to the assessment anchors?

September 10 (W)

How do you plan for science outside of your classroom?

Field Trip Day

(We will meet at 1:15 p.m. and go until 3:15 p.m.)

September 15 (M)

What is the Nature of Science?

What are the underlying components of the Nature of Science?

How are the components different?

Goldston - Chapter 5 Colburn – Chapter 11 Sterling Article Hanuscin Article

PD Indexer Results Individual Research Idea/Topic

Ten Minute Tech: Chelsea Spiker Elevator Speech: Melodie Persons

September 17 (W)

How do students construct meaning in science? Philosophies, psychologists and pedagogical approaches?

How do we think about science?

How do we focus on the “big concepts” rather than factual trivia?

Where are middle school students on the continuum of development?

Goldston - Chapter 3 Colburn – Chapter 7 Aram and Bradshaw Article

Ten Minute Tech: Amanda Schwarz Elevator Speech: Heather Kahl

September 22 (M)

How do we get at student understanding?:

Goldston - Chapter 4 Colburn – Chapter 4 Burton Article Robertson Article

Research Hypothesis/Question

Ten Minute Tech: Melodie Persons Elevator Speech: Amanda Schwarz

August 24, 2014

Misconceptions, Prior Knowledge, and Metacognition

Where do students mis/pre conceptions come from?

How do we identify them?

Why is a challenge to change thinking at this age level?

Abell Article

September 24 (W)

What is inquiry?

How do you engage in the inquiry process?

Why should we use inquiry based instruction?

What does research say about learning through inquiry?

Where and how does the NOS enter this type of instruction and learning?

What are challenges that teacher will face with inquiry based instruction?

Goldston - Chapter 6 Colburn Article Bianchi and Bell Article Everett and Moyer Article

Reading Check

Ten Minute Tech: Tonya Minisci Elevator Speech: Emily Henderson

September 29 (M)

What are scientific practices?

How do we incorporate science practices into science learning?

Goldston - Chapter 6 Ross, Fisher and Frey Article Kenyon, Schwarz and Hug Article Krajcik and Merritt Article Reiser, Berland and Kenyon Article

Research Methodology and Research Narrative with Time Frame Outline

Ten Minute Tech: Heather Kahl Elevator Speech: Chelsea Spiker

October 1 (W)

Give back day for Field Trip

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October 6 (M)

How do you plan for inquiry based instruction?

What are the different instructional models for a science classroom?

How do we use the curriculum, instruction, assessment planning cycle to guide instruction?

How do we connect content knowledge and process knowledge (refer back to the NOS)?

Goldston - Chapter 7 Colburn – Chapter 2 Colburn – Chapter 1 Appendix A Center on Instruction Article Olson Article

Ten Minute Tech: Emily Henderson Elevator Speech: Jennifer Flinchbaugh

October 8 (W)

What are models for inquiry based instruction? Learning Cycle, 5E model?

Goldston - Chapter 7 Colburn – Chapter 3 Bilica and Flores Article

Ten Minute Tech: Jennifer Flinchbaugh Elevator Speech: Ariel Welsh

October 13 (M)

Fall Break – No Class

October 15 (W)

Midterm

October 20 (M)

How do we integrate the curriculum with other subjects?

Goldston - Chapter 11 Wardrip and Tobey Article McComas Article Royce and Wiley Article

Research Data To Date Ten Minute Tech: Meredity Fitzwater Elevator Speech: Luke Diminick

October 22 (W)

How to reach the digital native generation: Integrating Technology and Social Media into the Classroom along with Media/Visual Literacy Skills

Sperry article Aronin and O’Neal Article Miller, Chang and Hoyt Article Everhart Article

Ten Minute Tech: Luke Diminick

August 24, 2014

What are the types of technology that can be used and how can teachers use them?

How does technology connect to 21st Century Skills?

October 27 (M)

What is STEM Education?

How do we incorporate engineering concepts?

Resource Collection Ten Minute Tech: Eric Bowman Elevator Speech: Meridith Fitzwater

October 29 (W)

What are safety concerns to be considered in organizing a science classroom?

Goldston - Appendix B Ten Minute Tech: Kenneth Baker Elevator Speech: Eric Bowman

November 3 (M)

How do we create an inclusive classroom for all students?

What are some accommodations that can be made for students with different disabilities/challenges?

How do we utilize instructional style preferences and learning styles to assist students in learning?

Goldston - Chapter 9 & 10 Colburn- Chapter 6 Edmonds Article Vondracek Article Husty and Jackson Article

Science Music Video Elevator Speech: Kenneth Baker

November 5 (W)

Assignment Work Day

Safety Certificate

November 10 (M)

How do you assess and evaluate learning?

Goldston - Chapter 8 Colburn – Chapter 5 Anderson Article Capp Article Taylor and Smith Article

Research Data/Update

November 12 (W)

Curriculum Unit Day/Research Project

August 24, 2014

Day/Finalize Microteaching

November 17 (M)

Microteaching Day**

November 19 (W)

Microteaching Day**

November 24 (M)

Microteaching Day**

November 26 (W)

Thanksgiving Break – No Class

December 1 (M)

How do you put it all together in the science classroom?

The Science Teacher as Professional

Integrated Unit

December 3 (W)

Finalize Research Projects/Presentations

Week of 12/8 Presentation of Research Projects

Final Research Report/Display

Safety Certification Finished

Finals – Day and Time TBA

** Lesson Plan, Rationale, Activity Summary Sheet due for those presenting

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Assigned Readings found in your NSTA Learning Center

Abell, S. K. (2009). Thinking about thinking in science class. Science and Children 46, (6), 56-57.

Andersen, H. O. (1994). Teaching toward 2000. The Science Teacher 61, (6), 49

Anderson, L. W. (2009). Upper elementary grades bear the brunt of accountability. Phi Delta Kappan 90, (6), 413-318.

Aram, R. J., & Bradshaw, B. (2001). How do children know what they know. Science and Children, 39, (2), 29

Aronin, S. & O’Neal, M. (2011). Twenty ways to assess students using technology. Science Scope 34, (9), 25-31.

Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children 46(2), 26

Bilica, K., & Flores, M. (2009). Inductive and deductive science thinking: A model for lesson development. Science Scope 32, (6), 36-41.

Burton, E. P (2012). Using metacognition to develop understanding of the role of evidence in science. Science Scope 35, (9), 14-19.

Capp, R. (2009). Process skills practice and standardized tests. Science and Children 46. (5), 28-30.

Center on Instruction (n.d). Effective science instruction: What does research tell us? P. 4-14.

Colburn, A. (2000). An inquiry primer. Science Scope 23, (6), 42

Davis, K., & Coskie, T. L. (2008). Experimental error. Science and Children 32, (2), 50-52.

Edmonds, L. M. (2009). Challenges and solutions for ELLs. The Science Teacher 76, (3), 30-33.

Everett, S., & Moyer, R. (2007). Methods and strategies: “Inquirize” your teaching. Science and Children 44(7), 54

Everhart, J. (2009). YouTube in the science classroom. Science and Children 32, (9), 32-35.

Hanuscin, D. L., & Lee, E. J., (2009). Helping students understand the nature of science. Science and Children 46(7), 64

Husty, S. & Jackson, J. (2008). Multisensory strategies for science vocabulary. Science and Children 46,(4), 32-35.

Kracjcik, J., & Merritt, J. (2012). Engaging students in scientific practices: What does constructing and revising models look like in the science classroom? Science Scope 35, (7).

LoGiudici, R., & Ende, F. (2010). Teaching toward a more scientifically literate society. Science Scope 33, (9), 58-63. by Raymond LoGiudici and Fred Ende

Kenyon, L., Schwarz, C., & Hug, B. (2008) The benefits of scientific modeling. Science and Children 46, (2), 40-44.

McComas, W. F. (2009). Thinking, teaching and learning science outside the boxes. The Science Teacher 76, (2), 24-28.

Miller, L., Chang, C. I., & Hoyt, D. (2010). CSI web adventures: A forensics virtual apprenticeship for teaching science and inspiring STEM careers. Science Scope 33, (5), 42-44.

Nelson, G. D. (1999). Back to basics. . The Science Teacher 66, (1), 54

Olson, J. K. (2008). Concept focused teaching. Science and Children 46, (4), 45-49.

Pratt, H. (2012). The NSTA Reader’s Guide to A Framework for K-12 Science Education. Arlington, VA: NSTA Press.

Reiser, B. J., Berland, L. K., & Kenyon, L. (2012). Engaging students in the scientific practices of explanation and argumentation. Science Scope 35, (8).

Robertson, B. (2009). How do you ask effective questions in science class, and how do you analyze the responses? Science and Children 47, (2), 57-58.

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