Syllabus

Welcome to the Science Methods Class:

UEF 606.01 Methods in Teaching Science: Urban Education Fellows Course Syllabus Instructor: Mary Jo Doerfer-Chmielewski BA in Elementary Education MA in Education maryjo.chmielewski@nbexcellence.org (school) 262-789-6581 ext. 2847 mjc1801@mac.com (cell) 262-506-4105

Course Description: This course is to provide you with an opportunity to practice using science standards related to teaching grades K-8.

Attendance Policy: Attendance is expected and required each time the class meets. If for some reason you would need to miss, it is your responsibility to call or email me. One absence is considered acceptable, two times late to a class (later than 8:40am) result in one absence. If you miss more than one class or are tardy more than twice, this may result in being asked to drop the class.

Expectations: 1. Attendance: Every class. 2. Preparation: Be prepared to discuss assigned readings and/or other assignments. 3. Participation: Contribute constructively and respectfully to class discussions and activities.

National Board for Professional Teaching Standards: These will be used to help the class focus on exemplary teaching.

1. Teachers are committed to students and their learning. Accomplished teachers are dedicated to making knowledge accessible to all students. They act on the belief that all students can learn. They treat students equitably, recognizing the individual differences that distinguish one student from another and taking account of these differences in their practice. They adjust their practice based on observation and knowledge of their students' interests, abilities, skills, knowledge, family circumstances and peer relationships. Accomplished teachers understand how students develop and learn. They incorporate the prevailing theories of cognition and intelligence in their practice. They are aware of the influence of context and culture on behavior. They develop students' cognitive capacity and their respect for learning. Equally important, they foster students' self-esteem, motivation, character, civic responsibility and their respect for individual, cultural, religious and racial differences.

2. Teachers know the subjects they teach and how to teach those subjects to students. Accomplished teachers have a rich understanding of the subject(s) they teach and appreciate how knowledge in their subject is created, organized, linked to other disciplines and applied to real-world settings. While faithfully representing the collective wisdom of our culture and upholding the value of disciplinary knowledge, they also develop the critical and analytical capacities of their students. Accomplished teachers command specialized knowledge of how to convey and reveal subject matter to students. They are aware of the preconceptions and background knowledge that students typically bring to each subject and of strategies and instructional materials that can be of assistance. They understand where difficulties are likely to arise and modify their practice accordingly. Their instructional repertoire allows them to create multiple paths to the subjects they teach, and they are adept at teaching students how to pose and solve their own problems.

3. Teachers are responsible for managing and monitoring student learning. Accomplished teachers create, enrich, maintain and alter instructional settings to capture and sustain the interest of their students and to make the most effective use of time. They also are adept at engaging students and adults to assist their teaching and at enlisting their colleagues' knowledge and expertise to complement their own. Accomplished teachers command a range of generic instructional techniques, know when each is appropriate and can implement them as needed. They are as aware of ineffectual or damaging practice as they are devoted to elegant practice. They know how to engage groups of students to ensure a disciplined learning environment, and how to organize instruction to allow the schools' goals for students to be met. They are adept at setting norms for social interaction among students and between students and teachers. They understand how to motivate students to learn and how to maintain their interest even in the face of temporary failure. Accomplished teachers can assess the progress of individual students as well as that of the class as a whole. They employ multiple methods for measuring student growth and understanding and can clearly explain student performance to parents.

4. Teachers think systematically about their practice and learn from experience. Accomplished teachers are models of educated persons, exemplifying the virtues they seek to inspire in students -- curiosity, tolerance, honesty, fairness, respect for diversity and appreciation of cultural differences-- and the capacities that are prerequisites for intellectual growth: the ability to reason and take multiple perspectives to be creative and take risks, and to adopt an experimental and problem solving orientation. Accomplished teachers draw on their knowledge of human development, subject matter and instruction, and their understanding of their students to make principled judgments about sound practice. Their decisions are not only grounded in the literature, but also in their experience. They engage in lifelong learning which they seek to encourage in their students. Striving to strengthen their teaching, accomplished teachers critically examine their practice, seek to expand their repertoire, deepen their knowledge, sharpen their judgment and adapt their teaching to new findings, ideas and theories.

5. Teachers are members of learning communities. Accomplished teachers contribute to the effectiveness of the school by working collaboratively with other professionals on instructional policy, curriculum development and staff development. They can evaluate school progress and the allocation of school resources in light of their understanding of state and local educational objectives. They are knowledgeable about specialized school and community resources that can be engaged for their students' benefit, and are skilled at employing such resources as needed. Accomplished teachers find ways to work collaboratively and creatively with parents, engaging them productively in the work of the school.

Course Objects: Students should use course content and their own experience to develop the following understandings/abilities:

1. An understanding of recent trends in science education policy and goals. 2. An understanding and ability to design science lessons and units that are developmentally appropriate and sensitive to the needs, values, and interests of a diverse group of students. 3. An ability to construct assessment plans (formative and summative) that are compatible with teaching goals and methods and allow for a multiple ways of representing knowledge (multiple intelligences, differentiating instruction). 4. An ability to use information gathered from various forms of assessment to guide instruction and lessons. 5. An ability to use diagnostic observation skills, instructional strategies, and classroom management techniques to promote science learning in a variety of classroom settings (individual, small group, whole group). 6. An ability to create meaningful lessons that integrate more than one subject. 7. An awareness of organizations and resources that serve the professional development of elementary science teachers. (NSTA….) 8. An understanding of the role of reflection in professional development and lifelong learning.
 * The course objectives are all related and linked to the Wisconsin Teacher Standards which can be found at http://www.depi.state.wi.us/tepdl/stand10.html

Supplies Needed: (1) Text – Tools and Traits for Highly Effective Science Teaching (2) Wisconsin State Science Standards (4th and 8th grade) -copies will be provided. Also available at the following website: http://dpi.state.wi.us/standards/sciintro.html (3) National Science Standards Text: available online for viewing http://www.nap.edu/openbook.php?isbn=0309053269 (4) Inquiry and the National Science Education Standards: available online for viewing http://www.nap.edu/catalog.php?record_id=9596#toc

Assignments:

1. To contact the instructor through email or this wiki or blog as frequently as you would like to discuss what you are teaching in science, and questions that you may have. From time to time I will ask you to respond to a question/thought/idea on this wiki through the blog. This will be generated by our discussions/articles/text. You are expected to respond before the next class meets.

2. To read all assigned articles/chapters and document in your teaching log (a spiral notebook): take notes on aspects of the readings that seem most relevant and make connections among readings, class discussion and experiences as a teacher. You’ll also note teaching ideas that seem useful to you and/or spark ideas about what to do/not to do. These recordings will be written in your Teacher Log for all assigned articles or readings. This is ongoing throughout the semester. Notes that you take in class will also be recorded in your Teacher Log (spiral notebook).

3. Students will evaluate texts and corresponding course materials in light of the Wisconsin Model Academic Standards. This assignment is due February 14th.

4. To prepare one science lesson using an assigned template. Teach this lesson to your student’s first then you will present this lesson to the class. Put a copy of your lesson on this wiki.

5. Final reflection paper, self-assess yourself in this class, what have you learned, how will what you learned impact your teaching in the future… There is no mandated length of this paper, whatever you feel is appropriate to adequately reflect what you have learned this semester. This paper should be emailed directly to me.

Grading Guidelines: This is a pass/fail course with a “Proficient” or “Not-Proficient” grade earned. Since this is a master’s level course, all required expectations and assignments must earn a proficient score in order to pass this class.

Schedule: Dates: January 17th, January 31st, February 14th, February 28th, March 14th, March 28th, April 18th, and May 2nd. Time: 8:30 – 12:30 pm


 * January 17th:**

Discrepant Event: Resource for Newton's First Law:[|Newton's First Law]

Introductions/Survey Syllabus/Schedule http://www.youtube.com/watch?v=kO8x8eoU3L4 Five Minute University What is science? Science Education

Break Science Notebooks – background, article (jigsaw style reading) -set up of the science notebook Understanding by Design – Lesson Plan Template Safety in the science classroom Video: What’s Right With the World?

Assignment: Read Chapter 5: Designing and Delivering Effective Science Instruction. Respond to the discussion questions on the Wiki. Be ready to discuss any questions/ideas from the reading for the next class. New Assignment: Ask your students to respond to the question, "Why does it get cold in the winter here in Wisconsin?"


 * January 31st:**

Discrepant Event: Penny Drops [|Zoom] [|Lesson Plan]

Why do we have seasons? [|Seasons]

Look at website: [|renewable energies]

Did you Know? Video

Model (force/motion) and give background of an Understanding By Design lesson.[| Understanding By Design] [|Power Point on UbD] Go over Chapter 5: Designing and Delivering Effective Science Instruction. Discuss the history of science education.

Break

Go over use/misuse of the scientific method [|How do Magnets Work (K-2)] Physical Science ideas and lessons (atoms/static-electricity) [|Periodic Table of Elements] -scientific method -science notebooks

Go over specifics of the lesson assignment that you will present to the class. Also you'll need to sign up for a day that you will present.

Assignment: Read Chapter 1: What Effective Teachers of Science Know and Are Able to Do: What Does the Research Say? *** Bring in your science curriculum and text to the next class.** New Assignment: Have your students draw a rough sketch of they think a scientist looks like and bring these samples to the next class on February 14th.

Go over the following article: [|Textbooks] Go over Chapter 1: What Effective Teachers of Science Know and Are Able to Do: What Does the Research Say? Look at various curriculum from different schools/districts and texts. Discuss how do we know what to teach? How do we make time for everything? Discuss various methods of how to assess students in their knowledge of science. -formative, summative, exit cards, observations…
 * February 14th: Don’t forget to bring in your science curriculum and text to this class.**

Break Earth science ideas http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/RockOurTown/

http://earth.google.com/

Assignment: Read Chapter 3 Linking Literacy Development and bring in student samples using one type of assessment that we discussed in class. Respond to the blog before the next class. Textbook Evaluations Due February 28th.

Look over these websites on various instructional strategies so that you have some ideas for your lesson: http://olc.spsd.sk.ca/DE/PD/instr/instrsk.html http://www97.intel.com/en/ProjectDesign/InstructionalStrategies/

Bring in student samples using one type of assessment that we discussed in class. Respond to the blog before this class.
 * February 28th: Textbook Evaluation Due**

Go over various types of assessment. -formative -summative

Go over Chapter 3 Linking Literacy Development and Science. Model integration of reading/writing and science. Discuss non-fiction reading strategies.

Break: Life science ideas and lessons seeds plants

http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/GreatBeanRace/ http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/InsectsGoodBadUgly/

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Assignment: Read Chapter 4 Probing Children’s Thinking for March 28th.

I know this is a science methods class but here is a great resource for math/banking:[|bank]


 * March 14th:**

Meet at the Milwaukee Public Museum from 9:30-2:30 for Project Learning Tree and Project Wild Workshop.


 * March 28th:**

Go over chapter 4.

Five student presentations. Ken Nikki Justine Toni

Break:

Five student presentations. Lori Jacqueline Jim Delshon

Assignment: Read Chapter 2: What is Inquiry Science? and Chapter 6: Supporting All Learners. Be ready to discuss on April 18th. If we have time, discuss what differentiation looks like in a science classroom.

Make sure you read chapters 2 and 6 for this class.
 * April 18th:**

Six student presentations. Sarah Mary Tamara Bradley Ryan Kelley

Go over Chapters 2: What is Inquiry Science? and Chapter 6: Supporting All Learners. Model examples of how to differentiate instruction in science.

[|Balloon Show]

[|Color Wheels]

[|Water Contracting and Expanding]

[|Lightning in Your Mouth]

Balancing Nails: [|Steve Spangler Science - Tools and tips that make learning science fun! 1-800-223-9080] =Balancing Nails Balance all of the nails on the head of a single nail. [|email to friend] [|print this page]=

The object of the challenge is to balance all of the nails on the head of a single nail. All of the nails have to be balanced at the same time and cannot touch anything but the top of the nail that is stuck in the base. Are you up to the challenge? Hammer one of the nails into the center of the block of wood. It's a good idea to measure and pre-drill the hole to avoid splitting the wooden block.

Materials
Place the wood block flat on a desk or table. The challenge is to balance all of the nails on the standing nail in the wooden block. To win the challenge, none of the 11 nails may touch the wood block, the desk or table, or anything else that might help hold them up. No additional equipment other than the wood block and the nails may be used.
 * A block of wood (4 inches square and about 1/2 an inch thick)
 * 12 identical nails with heads. The nails should be 10 penny size or larger
 * [|Experiment]
 * [|Video]

How does it work?
The trick to balancing the nails has to do with their "center of gravity" or balancing point. Lay one nail on a flat surface and place other nails across this nail, head to head as shown in the photograph. Finally, place another nail on top of this assembly, head to tail with the second nail. Carefully pick up the assembly and balance it on the upright nail. Gravity pulls any object down as if all of its weight were concentrated at one point called the "center of gravity." Objects fall over when their center of gravity is not supported. For symmetrical objects like a ball or a meter stick, the center of gravity is exactly in the middle of the object. For objects that are not symmetrical like a baseball bat, the center of gravity is closer to the heavier end. The stability of the nails depends on their center of gravity being right at or directly below the point where they rest on the bottom nail. Add too many nails to the left or right and they become unstable and fall off.

Additional Info
Slowly remove one nail at a time. How many nails could you remove before the system collapsed? Which nails were necessary for the system to remain in balance? This "scientific" puzzle is trickier than it looks. The best way to solve the puzzle is to think of an idea and then try it out. Even if it doesn't work, you might think of another idea at the same time. The key is not to get frustrated and give up. Keep trying. You might even have to sleep on an idea and come back to it the next day. You might even want to share your ideas with someone else to see if they have a different approach to solving the problem. This process is known as "brainstorming" and is very useful when trying to solve a problem.

http://www97.intel.com/en/ProjectDesign/UnitPlanIndex/DontTrashEarth/

Assignment: Look around at Environmental Education for Kids website: http://www.dnr.state.wi.us/org/caer/ce/eek/

Meet at [|Growing Power] from 9:00-12:30pm. Tour starts at 9:00am and lasts two hours, we will then work at the site for an hour. Dress accordingly.
 * May 2nd: **

Evaluation of the class.

Turn in final reflection paper by May 5th.

_

Carl Sagan says, “Science is a way of thinking, much more than it is a body of knowledge.”