SCIC+5010+Syllabus

SCIC 5010 Contemporary Strategies for Elementary/MS Science Teaching Bob Shaw rshaw@micds.org

SCIC 5010 Introduction to Science and Science Teaching (3) Class participants learn to acquire, explore, and demonstrate science teaching skill and develop unit plans for use in the elementary and middle school classrooms. Participants experience and apply the inquiry approach to science teaching, learn to integrate contemporary concepts and practices, and acquire science content knowledge in the ever-changing world.

· Introductions & Web 2.0 applications · Pre-test of topic knowledge · The History of Science Curriculum · Reframing Science Education · The Inquiry Approach · Yearlong Curriculum: the Map · Reflective Journal Entry & self assessment Assignment: Develop a yearlong curriculum plan. Share week 3.
 * Week 1: Why is Science Education Important?**

Week 1. Pre-test of science knowledge. Log on to Wiki Inquiry…what is this? TSW research the evolution of science education (10 minute Inquiry). Plant a seed in a sustainable seed cup. Team Development activity 15 minutes of Science Notebook Writing and Wondering: Article response, written journal reflection, ‘This is how I would expand this idea,’ I need to remember this.., etc. Journal/Blog: What is Inquiry learning and is it a valid way to teach? Is it teaching? What is ‘Gambare,’ and does it have a place in science?

· Integrated Science: Physics, Biology, and Earth Sciences · Models for curriculum units (Is this on the test?) · Resources for curriculum building · Technology in science (from pretest to Web 2.0) · Reflective Journal Entry & self assessment Assignment: Develop a unit from the yearlong plan to share week 4.
 * Week 3: What’s the [Curriculum] Plan?**

Week 3. Water [Buoyancy, capillary action, water cycle, red drop/green drop] Discuss Year-Long Curriculum plans (what works, what doesn’t) Jigsaw of pedagogy and curriculum building Several Curriculum and Pedagogical models will be discussed including: Bob Shaw – Seek, Discover, Share, Reflect, Agency (Acquire, Explore, Demonstrate) Grant Wiggins –Understanding by Design Robert Marzano – Nine Instructional Strategies Benjamin Bloom-Taxonomy of Learning Domains John Dewey- Philosophy of Instrumentalism

Explore various Web 2.0 applications 15 minutes of Science Notebook Writing and Wondering: Article response, written journal reflection, ‘This is how I would expand this idea,’ I need to remember this. etc.

Journal/Blog: What role does technology play in schools? Too much, too little? Is it the teacher’s responsibility to teach the tech or expect a certain level of expertise on the part of students, or should tech be avoided? How does technology fit into pedagogy and curriculum building?

· Connecting to modern issues and current events · Defining differentiated instruction & strategies (Tiering, compacting, contracting, pre-assessment. ) · Classroom Centers / The Science Workshop Model · National Science Teacher Association and the science inquiry method · Reflective Journal Entry & self assessment Assignment: Develop a lesson that allows every student to be successful. Due week 5.
 * Week 4: How can I make subject matter, matter? ( Focus Content: Physical Science)**

Week 4. Responsive Classroom Morning Meeting modeled to share unit plans Magnets and Electricity activities Bright ideas: 4 ways to light a light bulb using 1 wire, 1 battery, and 1 bulb Search AAAS, NSES, DESE and NSTA web sites for evidence of modern issues and current events that can translate into existing classroom curriculum. States of Matter: Ice Cream in a bag: Physical Changes Newton’s Laws (pre-test) 15 minutes of Science Notebook Writing and Wondering: Article response, written journal reflection, ‘This is how I would expand this idea,’ I need to remember this. etc. Journal/Blog: How can the teacher connect content to the real world? Why take the time to connect them? What is Differentiated Instruction and when should it be used? Shouldn’t all students have the same opportunity? What is the difference: ‘What gets rewarded gets done’ vs. ‘What is rewarding gets done.’ Which is truer for you?

· Relationship between ecology/economics/social/cultural equity · How students take the lead · Community action and science · Reflective Journal Entry & self assessment Assignment: Adjust Unit Plan to be more sustainable and student centered in use of resources and demonstration of student knowledge and agency. Due week 5.
 * Week 5: What is Sustainability? ( Focus Content: Earth and Space Science)**

Week 5. Connect / reflect to week 2 Water lesson(s) Think/Pair-share: What could be taught here? [Greenhouse, garden, pond, roof] Think/Pair -share: Where can students lead the way? Composting activity Rocket Science activity Solar Cooking (bread, soup, hot dogs, cookies etc.) Students will play the Economy game and make connections to science curriculum 15 minutes of Science Notebook Writing and Wondering: Article response, written journal reflection, ‘This is how I would expand this idea,’ I need to remember this. etc. Journal/Blog: What is ‘Agency?’ Can students be leaders in the classroom, school, and community? What kinds of topics/projects can students lead?

· Science Notebooks · Low-tech solutions to resource deficits · Building Understanding -LEGOs – are you kidding me? · ­Guided Discovery (simple machines) and __Academic__ Choice · Long Term Plans – Scope and Sequence: National and State Standards · Advancing problem solving · Pairing with Communication Arts / Math / Art / Technology Feedback ** and Assessment ** strategies: Start: Stop: Continue · Reflective Journal Entry & self assessment Assignment: Evaluate a science textbook. Identify strengths, weaknesses, and wonderings about the content, sequence, and skills addressed in the text. Evaluate a science textbook. ID strengths, weaknesses, and wonderings about the content, sequence, and skills addressed in the text. Due week 7
 * Week 6: Building Big Ideas ( Focus Content: Engineering)**

Week 6. Assessment of real student science notebooks LEGO (Engineering) Challenges / Newton’s Laws reprise Demonstrate ‘recycled’ technology for new purposes…video cameras and TVs. Tin Man critical and logical thinking cards Bucket Test-activity Revisit AAAS, NSES, DESE and NSTA web sites to mine science standards. 15 minutes of Science Notebook Writing and Wondering: Article response, written journal reflection, ‘This is how I would expand this idea,’ I need to remember this. etc. Journal/Blog: How does promoting logical and critical thinking fit into a science curriculum? Does this save time or waste time? Did gender make a difference in the approaches students used in solving logic problems or LEGO Challenges? Is a textbook needed all the time? What would be the most interesting science topic to share with another subject? How would your students prove mastery? Compile a list of community science resources (websites)

Science safety: Can we eat in science? Community Resources: –zoo, Mobot, Science Center, business, industry, parents · STEM/ STEAM / METS / STEEM – what does it all mean? · Urban agriculture · Reflective Journal Entry & self assessment · Assignment: Text book assessment due next week.
 * Week 7.5: What’s Hot in Environmental Science? ( Focus Content: Life Sciences)**

Week 7. 10 minute Inquiry: Evolution/Natural Selection. Topics are provided. Review the list of community science resources (websites). (New) Food Pyramid Review Candle Magma and Blubber Glove activity – heat and cold safety in the lab Lung Capacity and Germ Warfare activity –spread of disease safety in lab Double Blind testing- a sensory activity- lab safety practices A Touch of Class: Classification Activity 15 minutes of Science Notebook Writing and Wondering: Article response, written journal reflection, ‘This is how I would expand this idea,’ I need to remember this. etc. Journal/Blog: What does organic really mean? If these activities all have risks, why do them at all? What does STEM/METS mean to you?

· Textbook assessment discussion · Role of reflective practice · Science Teaching Philosophy · Reflective Journal Entry & self assessment Assignment: Write your philosophy of teaching (one page maximum). Why have we been journaling/Blogging? Are students able to do this, too? What is your Teaching Philosophy? Inside/Outside Circle of Questions Metric or Standard: How do you measure up?-activity 15 minutes of Science Notebook Writing and Wondering: Article response, written journal reflection, ‘This is how I would expand this idea,’ I need to remember this.., etc. Journal/Blog: Should Science be separated or integrated in its delivery to Elementary and Middle School students? If separated, what areas would your separate science into? If integrated, are there any exceptions? What have you learned about selecting a science textbook? Who should select the textbook that is to be used? Why?
 * Week 7: This I Believe about Me and Science Education ( Focus Content: Integrated Science**)

· Share Science Teaching Philosophies throughout the evening. · Course reflection discussion Assignment: Course Assessment
 * Week 8: Next Step: Now What?**

Week 8. Share teaching philosophies. Above activities that were not fully realized will be completed during week 8. Science Teachers of Missouri, STL Academy of Science, NSTA, and other science organizations will be reviewed for further investigation and on-going professional development. 15 minutes of Science Notebook Writing and Wondering: Article response, written journal reflection, ‘This is how I would expand this idea,’ I need to remember this.., etc. Students will share highlights from the Wiki/Blog and the group will reflect on each week’s topic as it relates to the whole experience. Course Reflection during class Course Assessment at the end of class.

Participants will: || Assessment: || 10 points ||
 * Learning Outcomes
 * Become familiar with major concepts and principles of science and science disciplines (Physical Science, Life Science, Earth and Space Science) || 1. Develop a/your year-long plan identifying outcomes and assessments. See checklist for details and hints. Identify four strengths and two struggles with the plan. Send via email and be prepared to share in class during week 3 meeting.
 * Understand the relationship between science and technology and how to design curriculum that integrates both || 2. Develop a science unit (from your year-long plan) that has student outcomes that require use of technology to acquire, explore, and demonstrate knowledge. Be prepared to share and discuss @ Week 4 meeting. 20 points ||
 * Understands the history/nature of science as a human endeavor and uses this knowledge to make subject matter meaningful for students || 3. Develop a compact or contract or other form of differentiation including 12 student assessment options for a science unit (from your year-long plan). Organize the tasks into tiers of developmental understanding. Be prepared to share and discuss @ Week 5 meeting. 30 points ||
 * Develop skills for designing and conducting scientific investigation with purpose and inquiry and designing curriculum that creates an environment where students feel safe, challenged, responsible and empowered to improve his/her mind and community by solving real world problems ||

4. Develop a sustainability unit (from your year-long plan) that allows students to investigate a real issue at school and develop a list of strategies and next steps to solve/improve the issue. Consider our discussions regarding: inquiry / technology / differentiation / community / and economy. Be prepared to share and discuss @ Week 7 meeting. 30 points ||
 * Develop an understanding of the relationship of science to social and cultural values and how it relates to the economic and environmental health of the planet ||^  ||
 * See all of the above || 5. Create a Philosophy Statement that reflects your values and vision for teaching science. Be prepared to share and discuss this at our last meeting. 10 points ||