Dr. Ken Schoon
M437 - Teaching Science 5-12
S508 - Teaching Science in the Urban Classroom I
S508 - Methods of Teaching Science I (Transition to Teaching)
M550 - Practicum in Middle School Science
Wednesdays 4:00 - 6:45 pm, Hawthorn Hall room 329
Instructor: Dr. Kenneth J. Schoon
Indiana University Northwest, Hawthorn Hall 355 (980-7766--24 hour voice mail)
Office Hours: After class or by appointment Email: firstname.lastname@example.org
IUN Bulletin description: Focus on curriculum decisions teachers make every day. Specifically, students in this course will examine current learning theories and apply those theories to instructional practices at the middle grades and high school. Prerequisites: For M437: M314; for S508: admission to either UTEP’s Option II or IUN’s Transition to Teaching Program; for M550 an Indiana teacher's license.
This course is the first of two science methods courses designed for students who plan to teach science in the middle / junior high and high school. These two courses emphasize the importance of active- and inquiry-based learning. Students will have ample opportunities for using these models as they teach secondary children as part of the accompanying field experience program. Field experiences for this course will be at the middle school level. Students who already have teaching licenses and who are adding a middle school endorsement through M550 will take only this course.
Students taking M437 / S508 / M550 will:
• become creative, effective, reflective, and caring middle school science teachers.
• realize that teaching science can be fun and rewarding.
These courses are based upon a research-based conceptual framework that incorporates outcomes, all of which together are designed to prepare a “Reflective Professional.” The following chart shows the program outcomes of this model and which course objectives that apply to each outcome.
The asterisks indicate the outcomes for which portfolio artifacts may be made.
Reflective Professional Model
|2||Higher Order Thinking Skills *||9|
|3||Instructional Media / Technology||3, 4, 5, 9|
|4||Learning and Development||6, 8, 11|
|5||School Culture and Diversity||17|
|6||Instructional Design and Delivery *||8, 9, 10, 12|
|7||Classroom Management||(M301 accompanies M437)|
|8||Assessment and Evaluation||11|
|9||Professional Development||4, 13, 16|
1. Be punctual and participate in all class activities.
2. Meet Indiana and IUN requirements for working with school-aged children.
3. Use electronic technology to communicate with others and to prepare teaching materials.
4. Show an awareness of a variety of resources available for middle school science teachers including national and state science periodicals, professional development opportunities, and the Internet.
5. Evaluate and demonstrate a web site useful designed for the middle school science classroom.
6. Choose a common misconception and explain how it is known to be common and what can be done to prevent or overcome it.
7. Make an original concept map.
8. Demonstrate your ability to engage middle school students using discrepant events.
9. Using best practices and following state standards, design and deliver three lessons to middle school students.
10. Teach correct science.
11. Show their effect on student learning.
12. Plan a middle school field trip.
13. Join a professional organization of teachers of science or analyze two articles published by such organizations. Attend two professional development events.
14. Show an awareness of the context of the school where you conduct your field work.
15. Conduct a service learning activity in a non-traditional science teaching activity.
16. Reflect on their professional growth.
17. Show an awareness of pseudoscience
18. Reflect upon the teaching of science in urban areas (UTEP S508 students only).
Reflect upon the preparation of teachers through the Transition to Teaching program (TtT students only).
The SOE is committed to the values of academic integrity in teacher preparation. Students are expected to consign themselves to each of the following dispositions throughout this semester in classroom participation, projects, and assessment activities:
1. Attendance, punctuality & professionalism (i.e., actions, appearance)
Science Instruction in the Middle and Secondary Schools, 5th Edition, 2002.
Thomas Koballa, and Eugene L. Chiappetta, Merrill Publishing Company, 2002
Indiana’s Academic Standards: Science, Indiana Department of Education, 2000
Available on the web at http://www.indianastandards.org/grade2.asp?subj=sci
Standards for Teachers of Science, Indiana Professional Standards Board:
Available on the web at http://www.state.in.us/psb/standards/teacherindex.html
Invitations to Science Inquiry, Tik L. Liem, NSTA, 1987. (Optional)
Available in the Education Curriculum room of the IUN library.
Calumet Beginnings, Kenneth J. Schoon, 2003 (Optional)
Indiana University Press
A journal article or book on pseudoscience such as
Why People Believe Weird Things, Michael Shermer, Henry Holt & Co.2002
Formal written materials must be typed on a word processor. Word processing features such as enlarged type size [for the title page], bold face [for headings] and justification should be used as appropriate. Papers should be double-spaced with a 1 inch margin. Font size should be about the size used here. (This is “Times 12.”) Do not use cute or hard-to-read fonts. Papers must have a professional appearance and be grammatically, historically, mathematically, and scientifically correct. Citations must be properly listed. Papers and reports do not need cover sheets or folders. For several assignments a single-spaced file copy is also required. (Objective 3)
Assignments are due at the beginning of class periods. Due dates may be altered on account of illness or if arranged in advance. If a student is unable to attend class when an assignment is due, the student must ensure that the assignment is quickly submitted (via another student or US mail), within 24 hrs. A written assignment submitted late will have points deducted (usually 5% / school day or 25% / week). Students who have an unexcused absence on the day of a demonstration may not reschedule the demonstration.
|Redoing assignments: Assignments may be redone if the grade received is a B- or lower and a "Redo Packet" is submitted within one week of the original work being returned. The packet must contain: Both the original and the revised copies, the original assessment form, and a cover sheet which describes all changes made. Altered materials should be highlighted on the revised copy. (On long assignments, only revised pages need be reprinted). Sections of any assignment not done the first time cannot be redone.
• If submitted early: A written assignment may be submitted two weeks early, then redone.
Assignments that require performances
P-1. Email account. If you don't already have one, get an email account that uses your name as an indicator and use it for communication in this course. As soon as possible (but certainly before the due date) send an email to Dr. Schoon. (Objective 3)
P-1. Pseudoscience report Select a form of pseudoscience. Find and read resource materials about it and lead a discussion about it in class (Objective 17)
P-2. Conference attendance. Attend two half days at a conference sponsored or organized by a state or national organization of science teachers or workshops designed for professional development of science teachers. Provide written documentation of your attendance and report (orally) about the experience to the class. It is recommended that this assignment be met by attending HASTI's convention in February. (Objective 12)
P-3. Web-site. Demonstrate to the class a useful web site that could be used in middle school science teaching. (Objective 4 and 5)
P-4. Discrepant event. Demonstrate to the class two discrepant events suitable for use in middle school science. (Objective 8 and 9)
P-5. Student learning report. Create assessment instruments (e.g. pretest and quiz) for two of three lessons that you taught in the field. (See field exeprience requirements for lesson-type requirements.) These instruments must measure whether students met each of your objectives. This must include a means to measure students knowledge before you taught the lesson and afterwards. Then write a summary of your effect on student learning. Specific data is needed for this report: The report, due towards the end of the semester, must include:
• an introduction that describes where, when, to whom, and what you taught
• materials for the first lesson
lesson plan, warm-up sheet (pre-test), post-test, examples of student work, data on student mastery of each objective, discussion
• materials for the second lesson
lesson plan, warm-up sheet (pre-test), post-test, examples of student work, data on student mastery of each objective, discussion
• a reflection on your overall effectiveness and suggestions as to how you might be more effective
Be certain that each objective in the two lessons is assessed. Turn in 2 copies of the report; one will be graded and returned. Please mark the other one "file copy." (Objective 11)
P-6 Micro-teaching assignment. Plan a 25-30 minute inquiry science lesson appropriate to middle schools. Write an appropriate lesson plan. Get all equipment necessary and teach it to the class. (Objective 9)
P-7 Snowflakes. Create 3 "anotomically-correct" snowflakes. Laminate them or mount them on black or blue paper. (Objective 10)
P-8. Leaf collection. Fifteen leaves (including silver maple) from local trees, all dried, pressed, and neatly mounted. Arrange your leaves by some classification system (simple/ compound/ needes or color or . . . ). Correctly identify the leaves and note which characteristics of the leaf led to its identification. (Primarily an in-class activity. If leaves do not come out before the end of the semester, the activity will be done next semester.) (Objective 10)
P-9. Advising receipt. When advising begins (after the Summer / Fall Schedules are distributed), sign up and participate in an advising session, procure an advising evaluation, complete it and turn it in to the office, and show the receipt to me.
See also Field Experience requirements.
Assignments that reflect knowledge
Kn-1. Misconceptions report (Objective 6): Skim a few articles from the list below and choose a common science misconception reported in one of the articles to be the topic of your paper. Include the following in your paper:
a. List the common misconception. Compare it with the scientifically accepted conception.
b. How common is the misconception? How did the researchers discover that?
c. Explain how the misconception develops.
d. Explain what, as a teacher, you can do to prevent or overcome that misconception.
e. List your references in APA style (the same as in the misconceptions bibliography).
f. Prepare your report on 1 sheet of paper (You may single space or use both sides if needed.)
g. Make copies to give one to each member of the class.
h. Discuss the misconception in class.
Kn-2. Concept map with about 18-22 concepts. Follow the format in the Guide. Attach to the map a list of Indiana K-12 Academic Standards that your map addresses. (Please write out the standards, don't just list their numbers.) For an A in this assignment, it must be done on a computer. However one may earn a B with a hand-drawn map. (Objective 7)
Kn-3. Field trip plan for a science field trip to a local museum or other location to which you might someday take students. (Local < 3 hr. drive) Visit the site and bring a brochure or description of services for each class member. (You may assume that you teach at a particular school.) Prepare a report including:
1. A letter containing a description of the trip and activities (and the grade level for which it is planned) with a rationale as though addressed to a principal. This letter must include the K-12 Academic Standards that will be addressed by the trip and it must show how what will be learned on the trip relates with what is being taught in the class. It should attempt to show that the trip is worth the time and money (if any) involved.
2. Instructional objectives for students written in behavioral terms.
3. Trip information:
a. Name and school district of “assumed” school. Grade level of “assumed” students.
b. Name and address of site to be visited with [real] contact persons and phone numbers.
c. Time frame for the day / How far in advance reservations should be made.
d. Type of transportation needed. (If busses, how many?: Name/ phone number of bus company or school transportation coordinator.)
e. Cost analysis. (admission + transportation) Show exactly how costs were determined. (Detail is important here.) Where will the needed money come from? Should students bring extra money? [Is there a gift/souvenir shop? Vending machine?]
f. Food requirements. (What about students on a reduced/free lunch program?)
g. Chaperon requirements. (Report on both the site's requirements and the school's)
h. Special clothing requirements, if any.
i. What arrangements must be made for students with special needs? (Remember that there are many different types of special needs so be sure to address more than just one. What services does your site provide? If none or very few, note that.)
j. Who will conduct the tour or visitation.
4. Permission slip. Create a one-page permission slip as would be needed for such a trip containing appropriate information for parents. (Such information should not be on a section of the form designed to be returned.) The form must be “Student-Ready” (look professional).
General requirements: Do not assume any school or district policies and do not omit any requirements. If, for instance, no food is required, please note that. You do not need to include any forms required by any particular school or school district. Turn in 2 copies, one following the above requirements and a file copy, marked “copy.” (Objective 12)
Kn-4. School/context assignment. Prepare a 3-5 page interdisciplinary report about your field (or other)
school and the neighborhood around it. Include the following:
1) Geology: Are the school and its neighborhood situated on a landscape made by glaciers, running water, wind, or waves? How long ago was this landscape made?
2) Geography: Are there any lakes, rivers, floodplaines, wetlands, prairies near the school? Are they natural or man-made? If near a floodplain, is the school ever threatened by floods? Where does the school (and community) gets its water?
3) Environmental: Are there any environmental resources (e.g. forest, prairie) nearby. Are there any environmental hazzards (e.g. superfund site, dump) nearby?
4) History: Who or what is the school named after? How old is the town in which your school is located? When and by whom was it founded? Is there a relationship between the location of the town center and a geological or geographical feature?
5) Social: How is the building used by the community (if at all) either during or after school? Do any community groups meet there? Does the local park department use any classrooms or the gymnasium?
6) Standards: Can the material in this report be used to support science standard 7.3.7? If so, how?
7) Bibliography / list of sources (Most students would do this without being reminded, but sometimes a reminder is nice). (Objective 14)
Kn-5. Corrections. One point extra credit will be given to the first student who reports grammatical or spelling errors contained in this syllabus or on any "official" papers distributed in class.
Assignments that reflect dispositions
D-1 Attendance and participation: Students are expected to attend and participate in all class activities and discussions. Students who cannot attend a class, for whatever reason, should call 980-7766 before class begins and arrange for an alternative assignment. Students who will be late, should also call. No student with an unexcused absence will receive an A. No student with three or more unexcused absences will revieve a grade of B- or higher. (Objective 1)
D-2. Self-assessment of IPSB Standards for Teachers of Science. Download the IPSB (Indiana Professional Standards Board) Standards and rate yourself by each. This will be done again at the end of the second semester course. Read each standard and its indicators for performances, knowledge, and dispositions. For this report, print each standard in full (about a sentence or two) and describe your feelings about your own abilities and dispositions at this stage in your preparation. Refer to the assessment rubric at the end of the syllabus. (Objective 16)
Notes for D-2: There are 10 IPSB standards for Teachers of Science. Under each standard are dozens of "indicators." These indicators are grouped under performaces, knowledge, and disposition (the same as the assignments in this syllabus). The indicators are various ways in which teachers can meet the standards. Not every teacher will meet every indicator, but each must meet the 10 standards. For the report: Read each standard and all of its indicators, then copy just the standard into your report and write a paragraph or two about how you feel that you "measure up" at this stage of your professional development. These paragraphs usually reflect several of the various indicators. See the rubric for this assignment in the appendix of this syllabus.D-3. Limited History Criminal Background Check. Forms are in the Education Student Services office (HH354). The State Police charges a fee of $7.00. (For field, you will also need to have proof of liability insurance.) (Objective 2)
D-4. Proof of membership for two science teacher organizations (State, national, or subject-area) or two 2-page reviews of articles from The Science Teacher or other approved science teacher journalsor one of each. If memberships are applied for, do it early so that you have documentation before the end of the semester. If reviews are written, turn in a copy of the reviewed article with pertinent sentences highlighted. (Objectives 4 and 13)
D-5 Service learning activity and documentation. After discussing this activity with your instructor, volunteer your services to assist with some sort of science instruction or educational activity at a Science Olympiad event, a local nature center, a County, State, or National Park, or other appropriate place. Submit a thank you letter or certificate documenting participation. (Objective 15)
D-6. Graduate-student essay (for students earning graduate credit):
• Urban experience essay. (S508-UTEP) Write a five-page essay in which you reflect upon the teaching of middle school science in urban areas. References to Purkey and Novak's Inviting School Success and reflections of other teachers at your field-experience site must be included as part of the essay. References must be listed in APA format. (Objective 18)
• Transition to Teaching essay. (S508-TtT) Write a five-page essay in which you reflect upon the teaching of middle school science. The essay must reflect upon learning to teach science through the TtT program. (As part of this essay is to be about the TtT “program.” Students should be forthright in their stated opinions. The purpose here is to assure graduate credit for students and at the same time to improve the program.) (Objective 18)
• Middle School endorsement (M550) No essay is necessary as these students are getting just 3-credits for the course and field.
In addition to being graded, your lesson plans will be scored as portfolio artifacts for
Artifact G: Instructional Design and Delivery: Planning and Teaching
Additional portfolio artifact for S508 TtT students:
Artifact J: Higher Order Thinking Skills: Metacogniton And Selection
Rubrics and score sheets can be found at http://www.iun.edu/education/
• Observe at least 10 different middle school science lessons taught by at least 3 different teachers. S508and M550 students who are full-time teachers should talk to Dr. Schoon about ways to meet this assignment. Graduate students must document these observations. (Objective 9)
• Demonstrate a discrepant event to a middle school science class.
• Plan and teach 3 science lessons in middle school science classes. Video tape one of them.
• One lesson shall be expository following a direct instruction model (lecture, discussion, direct instruction, etc.)
• One lesson shall be based on the learning cycle. (On your plan be sure to indicate its steps. See example in the appendix.)
• The third lesson may be any type of guided discovery (lab) instruction but must involve the teaching or integration of two disciplines.
Students should prepare plans early enough, so that after discussing them with the cooperating teacher, they can be revised as necessary. Lesson plans must include applicable K-12 Indiana Academic Standards, measurable instructional objectives (See the Guide) and teaching plans including sample questions that you plan to ask the children. (Objective 9)
• Student Learning Report: See requirements in the section above. (Objective 12).
Assignments and points possible for each
|P-1||IUN email account||*|
|P-5||Discrepant event demonstration||10|
|P-6||Student learning report||25|
|Kn-3||Field trip plan||25|
|Kn-4||School context report||21|
|D-1||Attendance and participation||*|
|D-4||Science teacher organizations||**, 10, or 20|
|D-5||Service learning activity||*|
|Field||Lesson plans / Artifact G||*|
|Artifact J (for TtT students only)||*|
Notes: Assignments marked with a check or an asterisk are not graded for points, but are required for a grade of C, S, or higher. Semester grades will be lowered for unexcused absences (see above); no student with an unexcused absence will receive an A. Lack of participation (including excessive tardies or lack of attendance, even if excused) may also result in grades being lowered. Superior ratings (A+) will be given only to assignments which need no improvement and are produced independently with little input from the instructor. Semester letter grades will be determined using the above and by the following scale:
80-82% B- 83-87% B 88-89% B+
70-72% C- 73-77% C 78-79% C+
60-62% D- 63-67% D 68-69% D+
Amer. Assoc. for the Adv. of Science (1993) Benchmarks for Science Literacy. NY: Oxford University.Press.
Freedman, R.L.H. (1994). Open-ended Questioning: A Handbook for Educators. Addison-Wesley
Funk, J. J., et. al. (1985). Learning Science Process Skills, 2nd edition. Kendall-Hunt, Dubuque, IA
Hart, C. (1994). Authentic Assessment: A Handbook for Educators. Addison-Wesley
Indiana Department of Education. (2000). Indiana's Academic Standards: Science
Mintzes, J., Wandersee, J., & Novak, J. (1998). Teaching Science for Understanding. Academic Press
National Research Council. (1996). National Science Education Standards. National Academy Press,
National Science Teachers Association. (1992). The Content Core: A Guide for Curriculum Designers.
Novak, J. (1991). Clarifying with Concept Maps. The Science Teacher 58 (7), 45-49.
Classic Misconceptions Research Bibliography
Arnaudin, M. W. & Mintzes, J. J. (1986). Students's alternative conceptions of the human circulartory system: A Cross-Age Study, Science Education, 69: 721-733
Ault, C. R., Jr. (1984). The everyday perspective and exceedingly unobvious meaning, Journal of Geological Education, 32: 89-91.
Ault, C. R., Jr. (1984). Intelligently wrong: Some comments on children's misconceptions, Science and Children, 21, 22-24.
Berg, T. & Brouwer, W. (1991). Teacher awareness of student alternate conceptions about rotational motion and gravity, Journal of Research in Science Teaching, 28: 3-18.
Bell, B. (1985). Students' Ideas about plant nutrition, Journal of Biological Education, 19: 213-218.
Ben-Zvi, R., Eylon, B. & Silberstein, J. (1986). Is an atom of copper malleable? Journal of Chemical Education, 63:64-66.
Berg, T. and Brower, W. (1991). Teacher awareness of student alternate conceptions about rotational motion and gravity, Journal of Research in Science Teaching 28: 3-18.
Brumby, M. N. Misconceptions about the concept of natural selection by medical biology students, Science Education, 68: 493-503.
Cohen, M. & Kagen, M. (1979). Where does the old moon go? Science Education, Nov: 22-23.
de Berg, K. (1995). Student understanding of the volume, mass, and pressure of air within a sealed syringe in different states of compression, Journal of Research in Science Teaching, 32: 871-884.
Eaton, J. F., et al. (1983). When students don't know they don't know, Science and Children 20: 6-9.
Enochs. L. G., & Gabel, D. L. (1984). Preservice elementary teachers' conceptions of volume, School Science and Mathematics, 84: 670-680.
Feder, K. (1986). The challenges of pseudoscience, Journal of College Science Teaching, Feb: 276-280.
Fisher, K. M., et al. (1986). Student misconceptions and teacher assumptions in college biology, Journal of College Science Teaching, February: 276-280.
Harrison, A., et. al (1999). Investigating a grade 11 student's evolving conceptions of heat and temperature, Journal of Research in Science Teaching 36: 39-54.
Hewson, P. W. (1985). Diagnosis and remediation of an alternate conception of velocity using a microcomputer program, American Journal of Physics, 53: 684-690.
Johns, K. W. (1984). Stamp out blue blood! Science and Children, May: 20-22.
Meyer, W. B. (1987). Vernacular American theories of earth science, Journal of Geological Education, 35: 193-196.
Mintzes, J. J. (1984). Naive theories in biology: Children's concepts of the human body, School Science and Mathematics 84: 548-555.
Novick, S. & Nussbaum, J. (1981). Pupil's understanding of the particulate nature of matter: A cross-age study, Science Education 65: 187-196.
Nussbaum, J. (1979). Children's conceptions of the earth as a cosmic body: A cross-age study, Science Education 63: 83-93.
Osborne, R. J., & Cosgrove, M. (1983). Children's conceptions of the changes of state of water, Journal of Research in Science Teaching 20: 825-838. Journal of Research in Science Teaching 32. 939-938.
Quilez-Pardo J. & Solaz-Portolés. (1995). Students' and teachers' misapplication of LeChatelier's Principle: Implications for the teaching of chemical equilbrium.
Schoon, K. J. (1992). Students' Alternative Conceptions of Earth and Space. Journal of Geological Education 40: 209-214.
Stavy, R. (1991). Children’s ideas about matter, School Science and Mathematics, 91: 240-244.
Stavy, R. (1990). Children’s conception of changes in the state of matter: From liquid (or solid) to gas, Journal of Research in Science Teaching, 27: 247-266.
Stephans, J. & Kuehn, C. (1985). Children's conceptions of weather, Science and Children, 44-47.
Tamir, P., Gal-Choppin, R. & Nussinovitz, R. (1981). How do intermediate and junior high school students conceptualize living and nonliving? Journal of Research in Science Teaching 18: 241-248.
VanHise, Y.A. (1988). Student misconceptions in mechanics, The Physics Teacher, 26: 498-502.
These courses and the School of Education’s conceptual framework are aligned with the ten principles of the Interstate New Teacher Assessment and Support Consortium (INTASC) . The following chart shows the ten INTASC principles and the course objectives which apply to them.
|1||Knowledge of Subject Matter||6, 9, 10|
|2||Knowledge of Human Development and Learning||6, 9|
|3||Adapting Instruction for Individual Needs||9|
|4||Multiple Instructional Strategies||3, 5, 9, 12, 14, 15|
|5||Classroom Motivation and Management Skills||8, 9|
|6||Communication Skills||3, 6, 7, 9|
|7||Instructional Planning Skills||6, 7, 8, 9, 12|
|8||Assessment of Student Learning||6, 11|
|9||Professional Commitment and Responsibility||1, 2, 4, 13, 16|
|10||School and Community Partnerships|
This course and the accompanying field experience course also help students meet the following Developmental Standards established by the Indiana Professional Standards Board. Standards below that are followed by an asterisk are particularly emphasized by this course.
|.||Early Adolescence Generalist||Objectives|
|1||Young Adolescent Development||.|
|2||Healthy Development of Young Adolescents||6|
|3||Middle School Philosophy and Organization||.|
|4||Middle School Curriculum *||5, 9, 12|
|5||Middle School Instruction *||5, 6, 7, 8. 9, 12|
|8||Teacher Roles *||12, 17|
The standards that have an asterisk are those especially targeted by this course
||Jan 12||Introductions, basic process skills, and course preview||.||.|
||Jan 19||No class||.||Email message about pseudoscience presentation|
||Jan 26||The nature of science / Pseudoscience presentations
IPSB and Indiana's Academic Standards
Planning a constructivist, inquiry-based classroom:
Using the "Learning Cycle"
(Field experiences begin for TtT)
Chapter 2 pp 24-28
chapter 4 pp 63-71
Chapter 5 pp 88-98
||Feb 2||No class: HASTI Convention, Indianapolis, February 2 - 4||.||Self-assessment|
|Chinese New Year, February 9|
||Feb 9||HASTI experiences / Science Olympiad /
Reaching and teaching the middle school child
(Field experiences begin for M437 and UTEP)
|Chapter 15, 3, and 11
(Field begins for M437 and UTEP)
||Feb 16||Internet demonstrations
Planning science lessons
Writing instructional objectives
Assessing real science
Beginning lessons with discrepant events
Chapter 5 p 96
Liem's Invitations . . .
|IUN Science Olympiad Regional Tournament, February 19|
||Feb 23||Concept development and misconconceptions||Chapter 4 pp 71-77||Snow flakes|
||March 2||Discrepant event demonstrations
Labwork and direct instruction models
|Chapters 6 and 8||Discrepant events|
||March 9||Misconception sharing // Creating concept maps||Chapter 4 p 77||Misconceptions paper|
||March 23||Using regional examples: Geology of the Calumet Area||Schoon chapters 1 and 2||.|
||March 30||Field trip to Gibson Woods /
Integrating regional geography, geology, and history
|.||Field trip plan
First lesson plan
||April 6||Safety in the laboratory and classroom||Chapter 9||Concept map|
||April 13||A history of science education||Chapter 2||School context report|
||April 20||Micro-teaching demonstrations||.||Lesson plans / Advising receipt|
||April 27||Video presentations||.||Student learning report|
||May 4||(Final exam week) Leaf collections||.||All other assignments|
This will certify that
______________________May 10, 2004 Kenneth J. Schoon, Ph.D.
Rubric for Self-Assessment of the IPSB Standards for Teachers of Science
Name __________________________________________ Date submitted ________________
|15 points||A+||A thorough self-assessment of each component of each standard, has a professional appearance, and is entirely grammatically correct|
|14 points||A||A thorough self-assessment of most components of each standard or a more-than-satisfactory assessment of each component of each standard and has a professional appearance and is grammatically correct|
|13 points||B||A more-than-satisfactory self-assessment of most components of each standard or a satisfactory assessment of each component of each standard and has a professional appearance and is nearly grammatically correct|
|12 points||B-||A satisfactory self-assessment of most to all components of each standard and has a professional appearance and is nearly grammatically correct|
|11 points||C||A minimum/acceptable self-assessment of most to all components of each standard or a more-than-satisfactory self-assessment of at least 8 of the standards|
|10 points||D||A minimum/acceptable self-assessment of one to a few components of each standard or a more-than-satisfactory self-assessment of 5-7 of the standards|
|0-9 points||F||Pro-rated by quantity and quality of responses|
Appendix II: Lesson Planning
Lesson Plan Format
|Context (grade or course and name of unit)
Instructional objectives (always written with behavioral / measurable verbs)
Indiana Academic Standards addressed (always write out the number and text of the standard)
Procedure (If following a particular model, include the names of the steps (such as "exploration.")
Homework, if appropriate
Sample Lesson Plans
7th grade science
Indiana's Academic Standards addressed:
Discuss the results. Ask students why they gave a rock the name that they did. (20 minutes)
8th grade science
Students shall be able to describe the characteristics of a parallel circuit.
Students shall be able to explain why and when a series circuit is required to accomplish as task and when a parallel circuit is required.
Students shall be able to design and build series and parallel circuits containing both appliances and a switch.
Indiana's Academic Standards addressed:
Experiment on your own and find a way to light one bulb with one battery.
Write directions for building their parallel circuit.
(Invention) After 15-20 minutes ask students to show what they've done. Introduce vocabulary: circuit and conductor
Part 2. (Application) Give the directions:
Make a circuit with a battery and two bulbs so that when you remove one bulb, the other bulb goes out.
Write directions for building their parallel circuit.
(Invention) After 15-20 minutes ask students to show what they've done. Introduce vocabulary: Series Circuit
Part 3. Show students a diagram of a parallel circuit.
Write directions for building their parallel circuit.
(Invention) After 15-20 minutes ask students to show what they've done. Introduce vocabulary: Parallel Circuit, Appliance
Part 4. (Application) Make a circuit with two light bulbs in parallel and a switch in series.
This is a little complicated. But when you have it finished, the switch will turn off both lights, but when both lights are shining, if one is unscrewed, the other stays on.
You may wish to design it first on the back of this sheet of paper.
Write directions for building their parallel circuit.
(Invention) After 20-25 minutes ask students to show what they've done. Discuss how series and parallel circuits can be parts of the same system. Discuss how parallel and series circuits are used in homes and schools.