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EDUC 451/551 Tentative Course Schedule Spring 2009
Tentative Course Outline
Week of Topic Assignments (due the next week)
1 What does it mean to teach Homework:
(1/15) science? 1. Journal entries #1 and #2
2. Read pp. 15-24 in NSF Foundations
Standards Based Teaching 3. Read Rezba Nature of Science Section (pp. 6-
20)
Introductions: Pretest; teaching
science; standards based teaching; Journal entry #1:
discussion. What does it mean to be a good teacher of science? How
do your thoughts compare with the readings & what was
learned in class?
Journal entry #2:
Become familiar with the state and national science
standards for the grade level you want to teach. Identify
any weaknesses in your own knowledge base – what
areas do you need to work on to be confident teaching
lessons based on these standards? What will you do to
ensure you are confident teaching the content contained
in the standards?
2 History and Nature of Science; Homework:
(1/22) Purpose of Science 1. Journal entry #3
2. Read pp. 51 – 62 in NSF Foundations.
Card activity; inquiry boxes; 3. Read in Rezba, Ch. 2, Ch.6, and Ch. 7
nature of science; 4. Free registration required. Annenberg Video
inference/observation activity; (20 mins): “A Private Universe” at
purpose of science in the http://www.learner.org/resources/series28.html
classroom
Journal entry #3:
How can you include the history and nature of science
in your classroom? Pick a topic from the NM state
standards for the grade level you are interested in
teaching and discuss how you would incorporate the
history and nature of science in your unit or lesson.
3 Teaching Science Process Skills Homework:
(1/29) 1. Journal entry #4
Observation vs. inference; 2. Read pp. 25-38 in NSF Foundations.
discussion of the scientific 3. Read Ch. 5 in Buxton & Provenzo
process; experimentation; science
process skills in the classroom
Journal entry #4:
Describe the scientific process, including
experimentation. How can you introduce the scientific
process in your classroom? Describe an activity or unit
for your grade level and include appropriate state and/or
national standards.
1
EDUC 451/551 Tentative Course Schedule Spring 2009
Week of Topic Assignments (due the next week)
4 Prior knowledge Homework:
(2/5) “A Private Universe” discussion; 1. Journal entries #5 and #6
discussion of prior knowledge 2. Read pp. 1 – 14 in NSF Foundations
and children’s misconceptions in 3. Read Ch. 3 in Buxton & Provenzo
science; draw a scientist activity.
Journal entry #5:
What does it mean to teach Identify a science topic and grade level and describe
inquiry in the classroom how you would reveal students' prior knowledge? What
(Part 1): 5E model? would you do with this information?
5E model; introduction of lesson
plan writing assignment; develop
a pre-test for assessing prior Journal entry #6:
knowledge. How do you think our preconceived notions affect our
view of a scientist or science? How might these views
affect students' prior knowledge of science? From
where do you think these ideas come? What is one way,
in your opinion, to introduce an alternative concept of a
scientist?
5 Class will meet virtually during Homework:
(2/12) normal class time – hopefully 1. Read pp. 39 – 50 in NSF Foundations
using Centra 2. Read Ch. 4 in Rezba
3. Contact your field placement teacher and
(I will be at the American observe a science lesson.
Association of Physics Teachers 4. Turn in a 2-page summary that includes your
Conference) observations of the class you will be teaching in.
The summary should include information such
Discussion of science lesson as: student demographics, the organization of
plan/unit; choice of topic and the class, materials that might be available,
lesson planning timing issues (before lunch, early Mon., 45min.
session, etc.), and the amount of science the
students get.
6 What does it mean to teach Homework:
(2/19) inquiry in the classroom (Part 1. Journal entry #7
2): the 3 levels of inquiry? 2. Read posted article(s) on class website
3. Read chapter in Buxton & Provenzo in Part II
Review 5E lesson; standards and that corresponds to the science discipline in
5E lesson design activity; levels your unit (skim the other chapters)
of inquiry activities.
Journal entry #7:
What does inquiry-based instruction in science look
like/sound like? What are the teachers doing? What are
the students doing? Is inquiry important? Why or why
not?
2
EDUC 451/551 Tentative Course Schedule Spring 2009
Week of Topic Assignments (due the next week)
7 How do students learn science? Homework:
(2/26) (constructivism in science) 1. Journal entry #8
2. Read pp. 63-70 in NSF Foundations
Discussion about how students 3. Read Ch. 4 in Buxton & Provenzo
learn; constructivism in science 4. Read posted article(s) on class website
Journal entry #8:
How do students construct their knowledge? What does
this mean for teaching science? How does this guide
your lesson planning and classroom environment for
teaching science?
8 How can I teach to all students? Homework:
(3/5) 1. Journal entries #9 and #10
How can I organize a classroom 2. Read pp. 87 – 108 in NSF Foundations
to be effective for science 3. Read posted article(s) on class website
teaching (cooperative learning)? 4. Due before 8am Thurs. (3/12) – 1st draft of your
5E lesson plan posted on WebCT. Lesson must
Instructional strategies for be in 5E format and connect to the standards.
equity and access Collaborate with your partner.
Creating an equitable learning
environment; discussion on
grouping and cooperative learning Journal entry #9:
What is the difference between group work and
Turn in first draft of science cooperative learning? What are the attributes of an
lesson plan effective cooperative learning activity?
Journal entry #10:
Is it easy to make a science lesson equitable? What can I
do to ensure that all students have access to science?
9 What does it mean to assess Homework:
(3/12) student learning (Part 1)? 1. Journal entry #11
2. Read posted article(s) on class website
Discussion of assessment; 3. Work with your partner to produce assessments
different types and examples; for your lesson plan/unit. You should have at
uses of assessment least one in each of the three different types
(diagnostic, formative, and summative) – due
next week.
Journal entry #11:
Where in your science lesson plan/unit will you assess
your students? What information are you expecting?
How will you know if your students have achieved then
intended outcomes and goals of your lesson/unit?
3
EDUC 451/551 Tentative Course Schedule Spring 2009
Week of Topic Assignments (due the next week)
10 Lesson Plan Feedback Homework:
(3/19) Different Types of Feedback 1. Journal entry #12
2. Read Ch. 2 in Buxton & Provenzo
Feedback on lesson plans; 3. Read posted article(s) on class website
discussion of kinds of feedback;
discussion of modifying
assessment for beginning ELLs Journal entry #12:
Where in your lesson plan/unit are there opportunities
for feedback to your students?
How would you modify assessment for beginner ELLs
and other students?
11 SPRING BREAK Homework:
(3/26) 1. Read pp. 79 – 86 in NSF Foundations
No Class 2. Read posted article(s) on class website
3. Due before 8am Thurs. (4/2) – 2nd draft of your
5E lesson plan posted on WebCT. Lesson must
be in 5E format and connect to the standards.
Collaborate with your partner.
12 Designing an integrated Math & Homework:
(4/2) Science lesson plan; 1. Journal entry #13
interdisciplinary lessons 2. Read pp. 71 – 78 in NSF Foundations
3. Read posted article(s) on class website
Resubmission of lesson plan/unit 4. Work on your integrated lesson plan and submit
it to the WebCT site by 8am Thurs. (4/9).
Journal entry #13:
Talk about your opinion of integrating other subjects
with science in your classroom. What are the pros and
cons? Why might it be beneficial to student learning in
your class?
13 Engineering projects and Homework:
(4/9) resources from NASA 1. Journal entry #14
2. Read Rezba (TBA).
Long term inquiry lessons 3. Read posted article(s) on class website.
On-line presentation of
integrated lesson plans Journal entry #14:
How would you incorporate engineering and NASA
projects into your classroom? What would be age
appropriate for your group of students?
4
EDUC 451/551 Tentative Course Schedule Spring 2009
Week of Topic Assignments (due the next week)
14 Technology and Science Homework:
(4/16) Education 1. Journal entry #15
2. Read posted article(s) on class website.
How can technology be included 3. Read pp. 109 – 112 in NSF Foundations
in the science classroom? What 4. Place your evaluation of your teaching in your
issues do we need to be aware of portfolio.
when teaching science with
technology? Journal entry #15:
Talk about how technology is incorporated into your
lesson plan/unit. If you did not incorporate any
technology, where can you add it into your lesson plan?
What back-up plan do you have built in if the
technology does not work?
15 What does it mean to assess Homework:
(4/23) student learning (Part 2)? 1. Journal entry #16
2. Skim Part III in Buxton & Provenzo
Examining student artifacts; 3. Analysis and reflection on student learning from
Teacher evaluations your teaching experience –for your portfolio.
4. Work on portfolio – due in class finals week.
Journal entry #16:
What can we learn from student samples? How can you
use these artifacts to improve student performance?
How can you use these artifacts to improve your own
teaching?
16 Presentation of Lesson/Unit Homework:
(4/30) 1. Journal entry #16 (completed as part of final
and placed in portfolio)
2. Portfolio due in class.
Journal entry #16 (completed as part of final and placed
in portfolio):
What have I learned so far about teaching science? What
am I still confused about regarding teaching science?
Are there aspects I still do not feel confident about in
teaching science? What are they? What do I need in
order to help myself feel confident teaching science to
my grade level?
17 Presentation of Lesson/Unit Have a great summer!
(5/7)
Science Portfolio Due
FINALS
5
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