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EDEE 641

Science for Elementary and Middle School Teachers

Tuesdays 5:00-7:45

Education Center 216

Instructor: Dr. Tanya Godfrey

Office: Goose Creek High School

Contact information: [email protected] 843-553-5300 x 2803 (school)

[email protected] 843-906-5279 (cell)

Please use my high school email as a primary form of contact.

Office hours: After class as needed

Course Description:

This is an introductory course in teaching science at the 2-6 grade levels. In this course you will

study the nature of science, inquiry methods of teaching, process skills, assessment, and lesson

planning focused within the context of science. As a result, the organization, content, and

delivery of this course will focus on scientific processes and inquiry-based instruction. The

course will provide the candidate with learning experiences in which he/she is engaged in

science learning and instruction.

Course Goals and Objectives:

The successful student will be able to:

Plan Science Activities

Understand Scientific Content

Recognize Inquiry Teaching and Learning

Comprehend Content Pedagogy

Appreciate Learner Diversity

It is not the intent of the instructor to make students teach in an inquiry fashion; rather this

class will teach the components of inquiry teaching and constructivist learning using an

inquiry approach. Ultimately each student must develop their own style of teaching.

National and State Standards:

Association for Childhood Education International

2c. Science—Candidates know, understand, and use fundamental concepts in the subject matter of science—

including physical, life, and earth and space sciences—as well as concepts in science and technology,

science in personal and social perspectives, the history and nature of science, the unifying concepts of

science, and the inquiry processes scientists use in discovery of new knowledge to build a base for

scientific and technological literacy.

National Middle School Association Standards

Standard 3. Middle Level Curriculum and Assessment

Middle level teacher candidates understand the major concepts, principles, theories, standards, and research

related to middle level curriculum and assessment, and they use this knowledge in their practice.

mailto:[email protected]

mailto:[email protected]

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Standard 4. Middle Level Teaching Fields

Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and

structures of content in their chosen teaching fields, and they create meaningful learning experiences that

develop all young adolescents’ competence in subject matter and skills.

Standard 5. Middle Level Instruction and Assessment

Middle level teacher candidates understand and use the major concepts, principles, theories, and research

related to effective instruction and assessment, and they employ a variety of strategies for a

developmentally appropriate climate to meet the varying abilities and learning styles of all young

adolescents.

National Science Teachers Association Standards

NSTA-2 NATURE OF SCIENCE: The program prepares teachers to engage students in activities to define the

values, beliefs and assumptions inherent to the creation of scientific knowledge within the scientific

community, and contrast science to other ways of knowing.

NSTA-3 INQUIRY: The program prepares candidates to engage students regularly and effectively in science

inquiry and facilitate understanding of the role inquiry plays in the development of scientific

knowledge.

NSTA-4 CONTENT OF SCIENCE: The program prepares candidates to relate science to the daily lives and

interests of students and to a larger framework of human endeavor and understanding.

NSTA-5 SKILLS OF SCIENCE: The program prepares candidates to create a community of diverse student

learners who can construct meaning from science experiences and possess a disposition for further

inquiry and learning.

NSTA-6 CURRICULUM: The program prepares candidates to develop and apply a coherent, focused science

curriculum that is consistent with state and national standards for science education and appropriate for

addressing the needs, abilities and interests of students.

NSTA-7 SOCIAL CONTEXT: The program prepares candidates to relate science to the community and to use

human and institutional resources in the community to advance the education of their students in

science.

NSTA-8 ASSESSMENT: The program prepares candidates to use a variety of contemporary assessment

strategies to evaluate the intellectual, social, and personal development of the learner in all aspects of

science.

NSTA-10 PROFESSIONAL PRACTICE: The program prepares candidates to participate in the professional

community, improving practice through their personal actions, education and development.

National Science Education Standards for Teachers

NSES-T-A STANDARD: Teachers of science plan an inquiry-based science program for their students.

NSES-T-F STANDARD: Teachers of science actively participate in the ongoing planning and development of

the school science program.

The National Council for Accreditation of Teacher Education

PS 5: Teacher candidates will use concrete, hands-on instruction and content presentation with an emphasis on

real-world application and problem solving.

PS 6: Teacher candidates will implement learning strategies that promote cooperation.

PS 7: Teacher candidates will implement strategies to accommodate the needs of diverse learners.

International Society for Technology in Education

STANDARD 1: Facilitate and Inspire Student Learning and Creativity: Teachers use their knowledge of

subject matter, teaching and learning, and technology to facilitate experiences that advance student learning,

creativity, and innovation in both face-to-face and virtual environments.

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STANDARD 2: Design and Develop Digital-Age Learning Experiences and Assessments: Teachers design,

develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and

resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified

in the NETS•S.

STANDARD 3: Model Digital-Age Work and Learning: Teachers exhibit knowledge, skills, and work

processes representative of an innovative professional in a global and digital society.

Standards that are assessed are noted in the rubrics attached!

Required texts:

I highly recommend: Teaching Science to Every Child: Using Culture as a Starting Point

2nd Edition by Settlage and Southerland. Other readings may be posted on OAKS or

provided in class.

DUE DATES:

Due dates for course assignments, as well as scheduled quizzes and projects, are listed in the

course calendar or are announced in class. No LATE assignments will be accepted. If there is a

problem with submitting the assignment on time, please contact the professor ahead of time to

ask for an extension (only extenuating circumstances will be allowed).

Grading and Assignments Late submissions of assignments are unacceptable under normal circumstances. Please do not

attempt to submit any assignments after the due date. I will NOT accept any late work.

Any written assignment submitted is considered a final product that will be graded on both what

is written (clarity, depth, and insight) and how it is written (the form of the written work).

Therefore, it is crucial to realize that correct grammar and spelling, proper punctuation,

adherence to assignment guidelines, and neatness will affect your grade. As an educator, you will

be expected to demonstrate competency not only in verbal but also in written communication

with parents, administrators, and other educators. Please use the resources around you to

proofread and to edit your work. Rubrics for all assignments are provided on OAKS to assist

you. The Writing Lab provides FREE, INDIVIDUALIZED help on all parts of the writing

process. See www.cofc.edu/~csl/ for further information.

Assignment Due Date Points

Participation weekly 25

Discrepant Event or Demonstration (individuals/pairs) 2/3/15 25

5E Learning Cycle Lesson Plan (groups) 2/10/15 50

Website Comparison (individuals) 2/17/15 50

Midterm Exam/Project 2/24/15 80

Design an Experiment (individuals/pairs) 3/10/15 25

Science Ed. Reform PPT (groups) 3/24/15 50

Assessment Portfolio (individuals/pairs) 4/7/15 50

5-E Inquiry LP (groups) 4/14/15 50

Final Exam – Saturday 5/2/15 5/2/15 110

TOTAL POINTS 515

http://www.cofc.edu/~csl/

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GRADING SCALE:

Grading Scale

A 93-100 C 79-81

B+ 89-92 D+ 75-78

B 86-88 D 70-74

C+ 82-85 F 0-69

Course Readings and Assignments:

Listed in the table below are the topics, due dates, and assignments that are projected in this

course.

Week Topics Date Readings/Assignments

1 Intro

Scientist/Teacher

Science Attitudes

Jan. 13 Teaching Science to Every Child: Using Culture as

a Starting Point 2nd Ed. By John Settlage & Sherry

Southerland: Chapters 1 & 2

2 5-E Lesson Planning

Density, Drops of Water

Seasons, Misconceptions

Jan. 20

Teaching Science to Every Child: Using Culture as


Southerland: Chapter 3

3 Graphic Organizers

Diversity,

Discrepant Events

Jan. 27




4 Discrepant Event Due &

Present

Work in Groups on LP

NOS boxes activity

Technology

Feb. 3 Teaching Science to Every Child: Using Culture as



5 5E Lesson Due & Present

Website Comparison

Discussion

Design an Experiment

Feb. 10




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Website Comparison Due

& Present

Activity to Inquiry PPT


Discussion

Feb. 17




7 Midterm Project/Exam Feb. 24 Midterm Project/Exam and Design an Experiment

Assignment

8 Spring Break Mar. 3 NO CLASS

9 Design an Experiment

Due & Present

FOSS Science Kits

Mar. 10 Teaching Science to Every Child: Using Culture as



10 Assessment PPT

Constructivism

Science Education Reform

Inquiry – Sound Foss Kit

Mar. 17




5

11 Science Ed. Reform Due

& Present/Discuss

Inquiry

5E Lesson on Mixture &

Solutions

Mar. 24




12 Science Kits – Levers

Curriculum - Levers

Mar. 31




13 Assessment Portfolio Due

& Discuss

Batteries & Bulbs

Apr. 7




14 5E LP Due & Present

Science Teaching

Stations – Earth Science

and Meteorology

Apr. 14



Southerland: Chapter 13 & 14

15 Literature and Science

Integration

Science Trade Books

States of Matter

Apr. 21

Tradebooks, Evaluation

Freddy the Fish

16 FINAL EXAM -Saturday May 2 5-8

Participation: Each teacher candidate is expected to participate in classroom discussions and

group work. You will not be allowed to text, phone, or email during class. These are all

aspects of your professionalism and dispositions. Tardiness and absences are also considered

part of this assignment.

Quizzes and Exams:

There may be Quizzes. They may be announced or pop quizzes based on lectures, PowerPoints,

readings, and activities. There is a Midterm Exam/Project and a Final Exam/Project. The

Midterm will cover content on the Nature of Science, Designing an Experiment, Readings, and

all PowerPoint presentations to that date. A Final Exam will cover information learned over the

entire course; readings, in-class discussions, class notes. The Final may include short answer and

multiple choice questions and a 5-E lesson plan development.

PROFESSIONAL BEHAVIOR/DISPOSITIONS: Students are responsible for all content and

assignments for each class. They will be expected to demonstrate professional behaviors

consistent with the following dispositions:

The belief that all students can learn.

Value and respect for difference.

Value of positive human interaction.

Intellectual curiosity and willingness to learn new knowledge.

A commitment to inquiry, reflection and self-assessment.

Value of responsible, collaborative, and cooperative work.

Sensitivity to community and cultural context.

Responsible and ethical practice

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ATTENDANCE:

Class attendance and punctuality are expected professional behaviors. Specific attendance

requirements for each course are outlined in the syllabus. A candidate may be dropped from a

course for excessive absences. One absence for ANY reason will be allowed; however, you may

not submit assignments if you are absent. Upon the second absence, a course participation grade

will take into effect and reduce the candidate’s score by 3% points. Upon a third absence, the

candidate will automatically be withdrawn from a course with the grade of WA/F. I will work

with you, but it is your responsibility to contact me by phone or email ahead of time.

Students should not arrive to class late. Persistent infringement of tardiness will result in the

reduction of a candidate’s score by 5%. Leaving class early is also unacceptable, unless prior

approval is accepted by the professor.

****Inclement Weather Make up Days - Saturday, January 31 and/or Tuesday, April 28 (reading

day)

MAKE-UP EXAMINATIONS, PRESENTATIONS, AND QUIZZES:

If an examination, presentation, or quiz (other than the final examination) was missed for a

legitimate reason, as determined by the professor, the professor has the discretion to administer a

make-up session. It is the responsibility of the student to contact the professor within 48 hours

and make arrangements for the make-up. This is to be done as soon as possible after the missed

examination, presentation, or quiz.

FINAL EXAMS: The final exam for each course (which may be in the form of an examination,

performance, or project) will only take place during the period scheduled for the final exam for

that course. (Students who have more than two finals scheduled on the same day may arrange

for an alternate time for one final exam through the Office of the Undergraduate Dean).

PAPERS: Papers will be word processed using the style of the Publication Manual of the

American Psychological Association (Fifth Edition, 2001).

HONOR SYSTEM:

All courses in the School of Education are conducted under the Honor Code of the College of

Charleston. The Honor Code specifically forbids lying, cheating, attempted cheating, stealing,

attempted stealing and plagiarism. Students at the College are bound by honor and by their

acceptance of admission to the College to abide by the code and to report violations. As

members of the College community, students are expected to evidence a high standard of

personal conduct and to respect the rights of other students, faculty, staff members, community

neighbors, and visitors on campus. Students are also expected to adhere to all federal, state, and

local laws. Faculty members are required to report violations of the Honor Code or Code of

Conduct to the Office of Student Affairs. Conviction of an Honor Code violation in this class

will result in the grade of “F” for the course. As a student at the College you have agreed to

uphold the policies outlined in the Student Handbook: A guide to civil and honorable conduct

(2003/2004) both in your coursework and as a representative of the College of Charleston in

field experiences and clinical practice situations. Violations to the Code of Conduct outlined on

pages 10-11 in the Student Handbook will be reported to the Honor Board.

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As EDEE is a dual program, in that we certify candidates for teacher certification,

professors reserve the right to document violations that would impact student certification (e.g.,

attendance in field experiences and clinical practice, professionalism in schools, etc.).

ADA Accommodations: In compliance with the American with Disabilities Act (ADA), all qualified students are entitled

to “reasonable accommodations.” Please notify the instructor during the first week of class of

any accommodations needed.

Required Technology: Enrollment in this course requires you to utilize the following computer applications:

PowerPoint, Excel, Internet/WWW, OAKS via Internet, e-mail, and Word Processing.

It is expected that you can utilize the above listed computer applications. These computer

applications are available in the College of Charleston managed computer labs located in JC

Long, the Library, and various other campus locations. If you do not have reliable access to

these applications you should plan to use the campus computer laboratories.

Center for Student Learning:

I encourage you to utilize the Center for Student Learning’s (CSL) academic support services for

assistance in study strategies, speaking & writing skills, and course content. They offer tutoring,

Supplemental Instruction, study skills appointments, and workshops. Students of all abilities

have become more successful using these programs throughout their academic career and the

services are available to you at no additional cost. For more information regarding these services

please visit the CSL website at http://csl.cofc.edu or call (843)953-5635.

School of Education Mission:

The mission of the School of Education at the College of Charleston is the development of

educators and health professionals to lead a diverse community of learners toward an

understanding of and active participation in a highly complex world. In pursuit of this mission,

faculty and students will demonstrate:

intellectual curiosity and rigor;

reflective, research-based practice;

collaboration and consensus building;

field-oriented service and community outreach;

and cultural sensitivity and understanding.

MAKE THE TEACHING AND LEARNING CONNECTION

This vision is further defined through elements of teacher competency that organize standards of

effective teaching.

Element of Teacher Competency 1: Understand and value the learner.

Standard I: Evidence theoretical and practical understanding of the ways learners

develop.

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Element of Teacher Competency 2: Know what and how to teach and assess and how to

create an environment in which learning occurs.

Standard II: Demonstrate understanding and application of the critical attributes and

pedagogy of the major content area.

Standard III: Evidence a variety of strategies that optimize student learning.

Standard VI: Demonstrate an understanding of the continuous nature of assessment and

its role in facilitating learning.

Element of Teacher Competency 3: Understand oneself as a professional

Standard IV: Participate in informed personal and shared decision making that has as its

focus the enhancement of schooling and the profession.

Standard V. Communicate effectively with students, parents, colleagues, and the

community.

Standard VII: Show an understanding of the culture and organization of schools and

school system and their connection to the larger society.

Discrepant Event Directions and Rubric (25 pts)

1) Students will present a 10-15 minute demonstration on a science topic. The presentation should focus on a

concept that might be difficult for students to learn or that the general public has difficulty in

understanding.

The demonstration should use science supplies or manipulatives and involve the audience (i.e., the

students).

2) Once the demonstration is over, the presenter must be able to help teach the audience the correct scientific

concept related to the demonstration. This can be done explicitly or implicitly. If done implicitly, then be

careful about making sure that the concept is actually taught or learned.

3) Presenter will have to answer questions at the end of the presentation.

Criterion Exemplary (5 pts.) Proficient (4 pts.) Unsatisfactory (3 pts) Wt. Pts.

Content

Knowledge

ACEI 2c;

NMSA 3;

NSTA 4

Knows content, provides

examples, applies content to

new items, answers

questions, and provides

detail. Presenter provides

some type of suspense or

problem to solve.

Understands and promotes

some correct content. Does

not apply content or give

many examples. No real

problem is presented.

Presentation lacks detail

in content. No links are

made to new situations.

Incorrect content is

provided.

2 10

Clarity of

Speech

Enunciates well. Speaks at a

moderate pace, has good

volume, and limits the use

of ‘ums,’ ‘you know,’ and

‘uhs.’

Mumbles some words.

Speaks quickly, soft in

voice projection, and uses

‘ums,’ ‘you know,’ and

‘uhs.’

Soft spoken. Speaks too

slowly or quickly and

uses many ‘ums,’ ‘you

know,’ and ‘uhs.’

1 5

Audience

Participation

The Audience is included by

way of questioning,

predicting, participation,

and observing. Presentation

is student-centered.

Audience is only considered

in less than 2 of the actions.

Presentation is student-

centered.

Audience is not

considered in the

presentation.

Presentation is teacher-

centered.

1 5

Organization There is a logical sequence.

Materials are ready.

Presentation is between 5

and 15 minutes.

The sequence is staggered.

Materials are not ready.

Presentation is under 5

minutes.

The sequence is not

present. Materials are not

ready. Presentation is

either really short or over

15 minutes.

1 5

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Rubric for 5-E Lesson Plan (50 pts)

Criterion 5 pts. 3 pts. 1 pt.

Accommodations PS 7; NMSA 5

Describes student with disability

Lists two ways to accommodate

disability

Describes student with disability

Lists one way to accommodate

disability

Describes student

with disability

Technology ISTE 2

Uses more than one PPt. or video

for content.

Is integrated well with lesson plan.

Is placed well in the order of the

lesson.

Uses one PPt. or video for content.

Is placed well in the order of the

lesson.

Provides

technology in the

form of a video or

PPt.

Graphic

Organizer PS 7

Selects an appropriate GO for the

content.

GO is used appropriately in the

sequence of the lesson.

Directions are given for

completing GO.

Model or completed GO is

provided.

Selects an appropriate GO for the

content.

Directions are given for completing

GO.

Model or completed GO is

provided.

Selects an

appropriate GO

for the content.

Engage NSTA 3; NSMA 4;

PS 5

Is student-centered and focuses on

student interest and background

knowledge.

Engages student.

No direct instruction of content.

Transition to Explore.

Engages student.

No direct instruction of content.

Transition to Explore.

Engages student.

Explore NSTA 3; NSMA 4;

PS 5

Is student-centered and involves

interaction with items or

resources.

Activity is hands-on.

Describes a question or problem to

solve.

Involves interaction with items or

resources.

Activity is hands-on.

Activity is hands-

on.

Explain NMSA 3; NMSA 4; NSTA 4; ACEI 2c

Teacher-centered.

Lists content necessary for

students to learn.

Explains “how” teacher gets

content to students.

Logical flow of content and ideas.

Teacher-centered.

Lists content necessary for students

to learn.

Logical flow of content and ideas.

Teacher-centered.

Lists content

necessary for

students to learn.

Elaborate NSTA 2; NSTA 7; NMSA 3

Applies knowledge to more than

one situation.

Students develop the external

applications and examples.

Teacher provides models of


Applies to new context.

Applies knowledge to more than

one situation.

Teacher provides models of


Applies to new context.

Teacher provides

models of

applications and

examples.

Evaluate NSTA 8; NMSA 5

Instrument or activity is provided

and summarizes content learned.

Directions and key are provided.

Instrument is provided.

Directions and key are provided.

Instrument is

provided.

Handouts/

Resources

Hand-outs are provided,

appropriate, and connected to

content.

Hand-outs are provided, and

connected to content.

Hand-outs are

provided.

Teacher Notes NSTA 6

Teacher content notes are provided

and relate directly to state

indicators.

Content explains possible

misconceptions of students.

Teacher content notes are provided

and relate directly to state

indicators.

Teacher content

notes are

provided.

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Website Comparison (50 pts.)

For this assignment, you will have to evaluate, compare, and contrast two opposing websites on the same topic. For

example, you will look at a government website on logging and deforestation and compare that site to a website put

out by the "Friends of the Trees." After having decided upon a topic and two opposing websites generated by

different viewpoints, you will have to evaluate each website on the criteria below, and then compare the websites on

content accuracy, similarities and differences in content, and applicability for use in a middle or high school

classroom. For each criterion, determine a rating and give a 1 sentence reason why you assigned that value. You

may download a hard copy of this table also. For the final paper to turn in, you must cut and paste the URL for each

website at the top of each table.

Criteria for website evaluation: (1 point for each assigned value and reason; Complete the table for each website.)

Criteria Rating

1. The source and information of the site are valid? Yes Mostly No

2. The content and scientific information was primary, secondary? Yes No

3. The method for gathering information was clear and present? Yes Mostly No

4. Opinions and comments are objective? Objective - Subjective

5. Language and graphics are free from sensationalism? Inflaming - Neutral

6. Website negatively targets a particular group? Targets - Neutral

7. Opposing viewpoints are acknowledged? Opposing – Their Own

Criteria for contrasting and comparing the two websites above: (6 pts. each)

1. What topics and ideas are portrayed differently between the websites?

2. What topics and ideas are similarly portrayed by the two websites?

3. How does the nature of science integrate with the content of the websites?

Criteria for report: (6 pts. each)

1. Explain how one of these websites might increase your students’ scientific literacy.

2. Explain how you as a science teacher would use the websites in the classroom.

3. Explain the unifying scientific concepts in these websites.

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Criteria for website evaluation:

Criteria scaling (1 pt.) and rationale (1 pt.) for all 7 questions

Contrasting and Comparing Websites: Written response to questions will be graded using the rubric below.

The paper you submit to the Instructor via email as an attachment, hard copy in class, or through OAKS and include

the 13 scales and rationales for each website and the written paragraph contrasting and comparing the websites.

Criteria Excellent (6 pts.) Satisfactory (4 pts.)

Differences

ISTE 1; ISTE

2

Differences between websites are discussed in depth with

examples.

Differences between websites are not

fully explained.

Similarities

ISTE 1; ISTE

2

Similarities between websites are discussed in depth with

examples.

Similarities between websites are not

fully explained.

Nature of

Science

NSTA 2

Nature of Science attributes are related to website criteria with

thorough explanations and connections based upon the 7

attributes of the NOS.

Nature of Science attributes are

discussed but not necessarily tied to

website criteria.

Report Criteria

Criteria Excellent (6 pts.) Satisfactory (4 pts.) Unsatisfactory (2 pts.)

Scientific

Literacy

NSTA 4;

NSTA7;

Explains how scientific concepts

can be learned using this

assignment and how this

knowledge can be used for

personal, communal, and cultural

reasons.

Explains how scientific

concepts can be used for

personal, communal, and

cultural reasons.

Does not explain how scientific

concepts can be used for

personal, communal, and cultural

reasons.

Teachers

ISTE 2; ISTE

3

Explains how teachers could use

the websites for activities,

projects, and pedagogically.

Focuses on how students can

learn information and use

website.

Explains how teachers could

use the websites for activities,

projects, and pedagogically.

Little mention of a student

focus.

Does not explain how teachers

could use the websites for

activities, projects, and

pedagogically.

Unifying

Concepts

NSTA 6

Lists the unifying concepts of the

website and how they are aligned

with state or national standards.

Lists unifying concepts. Lists only topics and concepts.

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(25 points)

Each candidate will ask a question about some phenomenon they have observed in nature. This phenomenon could

have been mentioned by a friend, seen on TV, or discussed in an article. The candidate will develop an experiment

to prove the assertion or answer their question about the phenomenon. Please see below for a list of topics and/or

questions that have already been asked.

1) Select a topic or concept to be explored.

2) Determine a question or assertion.

3) Develop and perform an experiment to explore the question or assertion

4) Develop a PowerPoint presentation or similar technological presentation that includes the following items (25

points):

An introduction

The Problem, question, or assertion

The procedure or process

Data presented in graphs, charts, and/or tables

List of variables (control and altering)

5) For example, if Bounty is the quicker picker upper, then you should have a table of different amounts of water or

juice, and the number of towels it took to pick up all of the juice for different brands. You could have tables, charts,

graphs, pictures, and actual products.

Example questions or topics that cannot be repeated:

1) Does Chex cereal stay crunchy in milk?

2) How many dunks before you get to the Tootsie of a Tootsie Pop?

3) Do energizer batteries last the longest?

4) Which type of sponge is most absorbent?

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Criteria Exceptional (5 pts.) Acceptable (4 pts.) Passing (2 pts.) Unsatisfactory

(1 ) pt.

Introduction

PS 5; NSTA 4

Introduces the topic in such a

way that engages the audience.

The topic relates to personal

experiences of both you and

your audience.

Thoroughly explains why the

topic is important to know.

Briefly introduces topic to

audience.

Topic shows some relevance

to personal experience.

Somewhat explains why the

topic is important.

Topic is introduced

as a statement.

No relevance to

students.

No importance given.

Topic is not

introduced;

just a title.

Procedure

NSTA 3; NSTA

6; NMSA 3

Uncomplicated directions.

Wording & vocabulary is easily

understood.

Materials & their uses are

explicitly stated and throughout

the procedure.

Procedure is sequences in a

logical order.

The steps of the procedure

should lead to accurate

results. (No discrepancies.)

Directions stated.

Wording &

vocabulary is

familiar.

Materials and their

uses are stated, but

not consistent.

Lack of detail

and

organization.

Confusing and

hard to follow

starting and

end points.

Data

Presentation

NSTA 3; NSTA

6; NMSA 3

Data is presented in multiple

ways (chart, graph, raw).

Data reflects an interpretation.

Data is organized.

Data is presented in one

manner.

Data is difficult to interpret.

Data is organized.

Data is presented in

one form that is

uneasy to interpret.

Data is not

presented.

Variables

NSTA 3; NSTA

6; NMSA 3

Clear and defined distinction

between controlled

(independent) and altered

variables (dependent).

Detailed explanation of how

variables were used in

experiment.

Independent and dependent

variables included.

Explains how variables were

used in experiment.

Variables are given,

but are inaccurate.

Variables are not

explained.

No variables

are given, or

some are given

but completely

incorrect.

Problem

NSTA 3; NSTA

6

Problem is solvable, clearly

stated, linked directly to the

experiment, and engaging.

Problem is solvable, mostly

clearly stated, linked to

experiment with some flaws,

and is engaging.

Problem is somewhat

solvable, unclear,

partially linked to

experiment, and low

in engagement.

Problem is not

stated.

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Science Education Reform (50 pts)

Candidates, in groups of 4, will study one of the following science education reform documents:

o Comparing TIMSS, NAEP, and PISA

o Investing in US Innovation

o National Summit

o STEM Report

o Tapping America’s Potential

o New Standards Framework

Chap. 1 – Introduction

Chap. 2 – Developing Goals for K-12 Science and Engineering Education

Chap. 3 – Core Disciplinary Ideas

Chap. 4 – Cross-Cutting Elements (25 pages)

Chap. 5 – Scientific and Engineering Practices (25 pages)

Chap. 6 – Putting the Dimensions Together: Performance Expectations

Chap. 7 – Prototype Learning Progressions

Articulating, Life Science, Earth Science, Physical Science, & Engineering and

Technology

1. You and your group must research and read up on your assigned document. Develop a PowerPoint (to be

presented in class) AND a 4-6 page summary.

2. The PPT presentation and summary are due Tuesday, April 2, 2013.

Document Hint

TIMSS, NAEP, and PISA Focus on the differences and similarities of each. How and why

can we use them?

Investing in US Innovation What does this document say about business and education?

How does this affect your classroom?

National Summit What does this document say about business and education?

How does this affect your classroom?

STEM Report What is STEM and what can we do?

Tapping America’s Potential What does business need from the STEM community?

New Standards: Chap. 1 Why do we need them?

New Standards: Chap. 2 What are the Key Elements and Strands? What are they?

New Standards: Chap. 3 What are core ideas and why do we need them?

New Standards: Chap. 4 What are they and why do we need them?

New Standards: Chap. 5 Are Practices the same as the scientific method?

New Standards: Chaps. 6-7 & Articulating & Life

Science

General Idea of the flow of concepts and ideas.

New Standards: Chaps. 6-7 & Articulating & Earth

Science


New Standards: Chaps. 6-7 & Articulating & Physical

Science


New Standards: Chaps. 6-7 & Articulating &

Engineering and Technology


15

Student Assignments for Document Summary

Document Students in Group

TIMSS, NAEP, and PISA

Investing in US Innovation

National Summit

STEM Report

Tapping America’s Potential

New Standards: Chap. 1






New Standards: Chaps. 6-7 & LS

New Standards: Chaps. 6-7 & ES

New Standards: Chaps. 6-7 & PS

New Standards: Chaps. 6-7 & ET

The grade for this assignment is dependent upon 3 items: document summary, presentation, and

discussion. The first and second are group grades while the online discussion is individually

graded. 50 points are possible. The point breakdown and rubric are as follows:

Criteria 10 pts. 6 pts. 2 pts.

Document

Summary ACEI 2c; NMSA 3;

NSTA 6

The summary captures the essence

of the document and includes the

content, political ideas, and

classroom applications.

The summary doesn't clearly

relate to science classroom

applications.

Summary is short and contains

few references to science

content and teaching.

PowerPoint ACEI 2c; NMSA 3;

NSTA 6; ISTE 3

The presentation captures the

science content of the document

and includes the purpose, political

ideas, and classroom applications.

The presentation doesn't

clearly state the intent of the

document for science teaching

and learning.

Presentation is short and

contains few references to

science content and teaching.

Personal

Responses

Comments support other people

making additional comments.

Responses reflect an understanding

of what others stated.

Comments reflect a cursory

understanding of the issues

raised by others.

Comments reflect a poor

understanding of the issues and

allows for only short answers.

Number of

Responses

Students respond a minimum of 2

times for each document.

Students respond 1-2 times for

most documents.

Students respond less than

adequately for all documents.

Nature of

Comments

Comments are highly thought

provoking and relate to content in

the documents.

Comments are interesting, but

do not stimulate further

thought.

Comments are shallow and

repeat content in documents

without furthering the

discussion.

16

Assessment in Science (50 pts)

Purpose: The purpose of this assignment is to introduce candidates to the world of assessment by evaluating and

analyzing a cooperating teacher’s unit plan for assessment.

Objective: Candidates must ask for any and all assessment items from the teacher that he/she would use in a unit of

science.

Procedure:

1. Ask cooperating teacher for any and all assessment items for a science unit for his/her grade level.

2. Assessment items can include any homework problems and directions, quizzes, tests, worksheets,

assignments, projects, etc. In other words, you must collect anything that gives the teacher a point value

that counts toward a grade for the student.

3. Compile chronologically all of the items into one folder and label each assessment.

4. For each individual problem or item, place the indicator number next to it. (e.g., 4-3.6)

5. Provide a Key or answer sheet to each assessment instrument. Make sure there is a point value associated

with each question on each assessment instrument. If the teacher has not done this, then you need to

develop the Key and provide a point value.

6. Develop a table that includes each assessment instrument, the points possible, percent for each instrument

out of the total possible points, the type of assessment instrument, and the indicators evaluated in that

assessment instrument.

Sample Table of Assessment

Assessment Instrument Points

Possible

% of Total

Points

Type of Assessment Indicators

Worksheet 5.4 20 13 Traditional worksheet

Lab – Chemical Reactions 25 17 Hands-on laboratory

Reaction Mechanism Project 65 50 Authentic

7. Develop another table that includes the points possible and the indicators evaluated in that assessment

instrument.

Sample Table of Indicators Assessed

Indicator Points Possible % of Total Points

5-4.5: Explain how the solute and the solvent in a solution

determine the concentration.

38 30

5-4.6: Explain how temperature change, particle size, and stirring

affect the rate of dissolving.

44 35

5-4.7: Illustrate the fact that when some substances are mixed

together, they chemically combine to form a new substance

that cannot easily be separated.

14 11

5-4.8: Explain how the mixing and dissolving of foreign substances

is related to the pollution of the water, air, and soil.

30 24

8. Answer the following questions (10 pts):

a. Why do you think certain types of assessment items used? Is there a pattern as to the type used and

when they are used?

b. How does the teacher or you compile a grade or evaluate the student for this unit based upon the

assessment items?

c. How are all of the indicators assessed? Are they of equal value? do the assessment instruments

adequately cover the content?

17

d. What would you do differently to assess student understanding for this unit focusing specifically

on these indicators? Be specific about your potential assessment types, the point values, and

number of assessment instruments.

Rubric (40 pts) + (10pts from 4 questions = 50 pts)

Criterion 5 points 3 points 1 point

Assessment Folder

NSTA 8

Folder contains a minimum of 5

items arranged chronologically.

Folder contains less than 5

items and is not arranged

chronologically.

Folder does not contain

any appropriate assessment

instruments.

Types of

Assessments

NSTA 8

NMSA 5

The type of assessment for each

instrument is labeled.

Some instruments are mis-

labeled.

All instruments are mis-

labeled.

Key and Point

Values

Each assessment item contains a

Key with point values on each

question or project.

Some assessment items

contain a Key with point

values on each question or

project.

Few assessment items

contain a Key with point

values on each question or

project.

Table of

Assessment

The table provides each

assessment instrument with the

point values, percentage, and

type of assessment.


assessment instrument with

the point values and

percentage.


assessment instrument with

the point values.

Indicators

NSTA 6

Indicators are aligned with the

questions for all assessments.

Most of the questions on

the assessments are aligned

with the Indicators.

Few questions are aligned

with Indicators.

Table of Indicator

Alignment

NSTA 6

Table provides a clear alignment

of the standards and indicators

that are assessed throughout the

unit. An explanation evaluates

the extent of indicator and

content coverage.

Table provides a clear

alignment of the standards

and indicators that are

assessed throughout the

unit. An explanation

discusses content coverage.

Table shows an alignment

of the standards and

indicators. No explanation

is given.

Why

NSTA 8

Explanation is 1 paragraph and

details a developmental reason

for the type and sequence of

instruments.

Explanation is 1 paragraph

and details a practical

reason for the type and

sequence of instruments.

Explanation is 1 paragraph

and mentions some reasons

for the type.

Grade An explanation is given as to

how the grade for the student is

compiled.

A nebulous reason for

grade assignment is given.

No real reason is given.

18

5E Inquiry Lesson Plan (50 pts)

(In groups, pairs, or alone)

Objective: In this assignment you will develop a lesson plan for a science topic that follows the 5-E Learning Cycle

approach that incorporates INQUIRY.

Directions:

Select a science topic from the state standards

Develop or modify an existing lesson plan for that science topic so that the format fits the 5-E Learning

Cycle approach.

The Lesson Plan should have the following components:

1. Engage – This component is a hook, activity, demonstration, puzzle, comic, illustration, or other

attention grabbing pedagogical tool to orient the students to the topic at hand. This should be

student centered, extract students’ prior conceptions, and doesn’t give away too much content

information.

2. Explore – The engagement tool should naturally lead into an activity in which the students are

participating in a hands-on activity. This activity should be student-centered and include a focus

on the students’ cognitive level, the use of manipulatives, multiple levels of solving the problem,

and inquiry pedagogy. The transition from the engagement item to the hands-on experience should

be smooth and related conceptually. There should be a goal with multiple ways to solve a problem

or get to the goal.

3. Explain – There should be some pedagogical tool to help explain the content and or processes of

the activity for the students. The content should be conveyed to the students in some fashion.

4. Elaborate – The content should be related to practical applications in the everyday lives of the

students. Good examples could comment on the nature of science, personal and social

perspectives, and/or technology.

5. Evaluation – The assessment device should evaluate the learned knowledge and experiences of the

students.

Additional Components:

These are additional items that will need to go into your lesson plan either before or after the 5-E procedure and

explanation.

Materials

State Content Standards

Safety concerns if applicable

Handouts for the students

Goal or product for the students to complete and turn in.

EDEE 641_S14

Godfrey

19

Assessment: the following rubric will be used to assess the quality of your lesson plan. It is worth 50 pts. (1 point for your name).

Criteria Standards 7

Excellent

6

Target

5

Acceptable

3

Needs Improvement

1

Unacceptable

Engage: Attention

Directing

Tool

ETC 2.III,

ACEI 1, 2.2,

NMSA 5

Engagement reflects how

science can be related to

the needs of students, the

local community, and

society at large. Students

are motivated. Students’

prior knowledge and

misconceptions are

obtained for use later on.

Engagement connects

to some aspect to

students’ lives.

Students’ prior

knowledge and

misconceptions are

obtained.

Activity introduces

students to the

concept and relates

broadly to their lives.

The engagement is

mostly teacher

centered.

Activity barely relates

to the lives of the

students and is

completely teacher

centered.

Activity does not

relate to the

students’ lives

and is teacher

centered.

Explore: Transition ETC 2.III,

ACEI 2, 3.1

The transition smoothly

uses instructional ideas

that center on students’

prior understanding and

connects to the new

process.

The transition

prepares students for

the activity by using

engaging instructional

ideas.

The transition is

teacher directed and

connects the

engagement ideas

with the next activity.

The transition is choppy

and not focused on the

student.

The transition is

not apparent.

Explore: Problem

solving

ETC 2.II,

ACEI 3.3

The instructional

strategies are based upon

effective teaching

strategies, such as

activating prior

knowledge and

encouraging exploration.

Problem solving should

start with a student idea.

Problem solving is

determined by the

student. Some

connection to prior

knowledge is

activated.

Problem solving is

agreed upon by

teacher and student.

Some connection to

prior knowledge.

Problem solving is

determined by the

teacher. No connection

to prior knowledge.

There is no

apparent problem

to solve and

teacher must

make up

something.

Explore: Use of

inquiry

principles

ETC 2.III,

ACEI 2.2,

NMSA 4, 5

The process is student

centered and created. A

final product is

achievable. Lesson acts

upon the prior knowledge

of students. There is not

preset direction for

problem solving.

The process is student

centered, but teacher

helps create process.

The teacher helps

guide student to

achieve final product

through problem

solving algorithms.

The process is co-

created by teacher and

student. Instruction

allows student some

flexibility in the

problem solving

process.

The process is teacher

determined. Student

must follow a certain

process to achieve end

product.

The process is

teacher directed.

Students follow a

traditional type

activity.

EDEE 641_S14

Godfrey

20

Explain: Content ETC 2.II,

ACEI 2.2,

NMSA 4, ISTE

1

The content is based

upon the students’

experiences in the

activity, relates to their

processes, is collected

and discussed

individually and in

groups, and integrates

literacy and technology

skills. The content

conveys understanding of

concepts in one of the

four science areas.

The content is based

upon general

experiences and

processes. The content

is discussed

individually and as a

group. Literacy and

technology skills are

used. The content

conveys

understanding of

concepts in one of the

four science areas.

The content is

conveyed to the

students. The teacher

summarizes the

processes. Some

literacy and

technology skills are

reviewed. Science

concepts are

conveyed.

The content and

processes conveyed are

teacher centered. All

skills learned are

summarized and

determined by the

teacher in a whole class

setting.

The content is

given to the

students and may

not apply to the

activity at hand.

Elaborate: Application ETC 2.II,

ACEI 2.2,

NMSA 4

The discussion and

application of content

applies to other fields of

science, the local

environment, and

students’ lives. It is

student centered.

Relevant and multiple

examples are elicited.

The discussion and


applies to science and

students’ lives. It is

student centered.

Relevant and multiple

examples are

provided.

The discussion and


using examples is

teacher generated and

relates to the lives of

students.

The discussion and

application of content is

teacher generated.

There is no

discussion and

application of

content.

Evaluation: Assessment

device

ETC2.VI,

ACEI 2.2, 4,

NMSA 3, 5

The type of assessment

given highlights the

students’ prior

knowledge,

misconceptions, and

processes from the

activity. The type of

assessment is

developmentally

appropriate, and related

to students’ learning

experiences and subject

matter.

The type of

assessment given

reflects students’ prior

understandings of

content and processes.

The assessment is

developmentally

appropriate and

related to the subject

matter.

The type of

assessment given

reflects students’ prior

understandings of

content and processes.

The assessment is

related to the subject

matter.

The type of assessment

given tests content

knowledge and

processes.

The assessment is

a standard test

with little

connection to the

students’

experiences in the

activities.

EDEE 641_S14

Godfrey

21

Standards covered in this assignment:

Organization Standards Covered

ACEI 1 - Development, learning, and motivation. Candidates know, understand, and use the major concepts, principles, theories, and

research related to development of children and young adolescents to construct learning opportunities that support individual

students' development, acquisition of knowledge, and motivation.

2.2 – Science. Candidates know, understand, and use fundamental concepts in the subject matter of science as well as the unifying

concepts of science and the inquiry processes scientists use in discovery of new knowledge to build a base for scientific and

technological literacy.

3.1 - Integrating and applying knowledge for instruction. Candidates plan and implement instruction based on knowledge of

students, learning theory, subject matter, curricular goals, and community.

3.3 - Development of critical thinking, problem solving and performance skills. Candidates understand and use a variety of

teaching strategies that encourage elementary students' development of critical thinking, problem solving, and performance skills.

4 - Assessment for instruction. Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate,

and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each

elementary student.

NMSA 3 - Middle Level Curriculum and Assessment. Middle level teacher candidates understand the major concepts, principles, theories,

standards, and research related to middle level curriculum and assessment, and they use this knowledge in their practice.

4 - Middle Level Teaching Fields. Middle level teacher candidates understand and use the central concepts, tools of inquiry,

standards, and structures of content in their chosen teaching fields, and they create meaningful learning experiences that develop

all young adolescents’ competence in subject matter and skills.

5 - Middle Level Instruction and Assessment. Middle level teacher candidates understand and use the major concepts, principles,

theories, and research related to effective instruction and assessment, and they employ a variety of strategies for a

developmentally appropriate climate to meet the varying abilities and learning styles of all young adolescents.

C of C - SOE ETC 2.II – Demonstrate understanding and application of the critical attributes and pedagogy of the major content area.

ETC 2.III – Evidence a variety of strategies that optimize student learning.

ETC 2.VI – Demonstrate an understanding of the continuous nature of assessment and its role in facilitating learning.