Bemidji State UniversityEd 3410 Middle School Science Methods (4 Credits)

Spring 2015

Instructor: Dr. Tim Goodwin Phone: (218)755-3745Email: tgoodwin@bemidjistate.eduOffice Hours: BE 318 T 11:00 – 2:00; W 8:00 – 10:00; Th 10:00 – 2:00

Professional Education Department Mission Statement: BSU prepares teachers through inquisitive, involved, reflective practice. The framework outlining our program sets a standard that is rigorous, exemplary and innovative. The curricular structure is research based and organized around the Standards of Effective Practice. Graduates are proficient, collaborative, technologically literate and environmentally aware teachers, who work effectively in various settings with diverse learners. Professional programs are designed to reflect the current knowledge base and effective practice. Curricular coherence is strengthened through faculty study and dialogue on purpose, course content, and intended candidate learning outcomes.

Course Description

Introduces strategies and materials for teaching science grades 5-12. Discusses the teaching of science through a thematic, inquiry-based methodology, and unit and lesson planning, class discussions, and modification of materials to address current Minnesota state standards. A field experience is required in an appropriate grade level with public school students. Prerequisite: ED 3350 or consent of instructor.

The following standards will be assessed during this course:Subp. 3, B: A teacher of science must have the knowledge and ability to make conceptual connections within and across the domains of science and between science and technology. The teacher of science must understand:

(2) connections between science and technology as evidenced by the ability to:(a) describe the similarities and differences between the goals and processes of scientific inquiry and the goals and processes of technological design;(b) explain how the availability of new technology influenced the development of scientific knowledge in a given contemporary or historical context and how the development of new scientific knowledge led to technological advances in a given contemporary or historical context;(c) explain and predict the possible unexpected benefits and the negative side effects and unintended consequences of a given technological advance;(d) explain why the contributions of individuals from different scientific disciplines and of technology were necessary for the success of a given contemporary or historical scientific investigation; and(e) design a modification or use of a system to meet certain needs or criteria in either chemistry, earth and space science, biology, or physics; and

(3) connections between science and other school subjects as evidenced by the ability to:(a) communicate clearly and precisely, using words, physical models, computer models, demonstrations, diagrams, flow charts, numbers, tables, graphs, and appropriate mathematical relationships, the observations, methods and procedures, results, and conclusions for a given empirical question or problem; explanations of how or why something happens; predictions of what will happen when a change is made; the design for modifying or using a system; and the evaluation of the design against the needs or criteria it was designed to meet;

Subp. 3, E: A teacher of science must have a broad-based knowledge of teaching science that integrates knowledge of science with knowledge of pedagogy, students, learning environments, and professional development. A teacher of science must understand:

(1) curriculum and instruction in science as evidence by the ability to:(a) select, using local, state, and national science standards, appropriate science learning goals and content;(b) plan a coordinated sequence of lessons and instructional strategies that support the development of students' understanding and nurture a community of science learners including appropriate inquiry into authentic questions generated from students' experiences; strategies for eliciting students' alternative ideas; strategies to help students' understanding of scientific concepts and theories; and strategies to help students use their scientific knowledge to describe real-world objects, systems, or events;(c) plan assessments to monitor and evaluate learning of science concepts and methods of scientific inquiry; and(d) justify and defend, using knowledge of student learning, research in science education, and national science education standards, a given instructional model or curriculum;

(2) safe environments for learning science as evidenced by the ability to:(a) use required safety equipment correctly in classroom, field, and laboratory settings;(b) describe, using knowledge of ethics and state and national safety guidelines and restrictions, how to make and maintain a given collection of scientific specimens and data;(c) describe, using knowledge of ethics and state and national safety guidelines and restrictions, how to acquire, care for, handle, and dispose of live organisms;(d) describe, using state and national guidelines, how to acquire, care for, store, use, and dispose of given chemicals and equipment used to teach science;(e) implement safe procedures during supervised science learning experiences in the public schools; and

(5) how to develop curriculum goals and purposes based on the central concepts of science and how to apply instructional strategies and materials for achieving student understanding of the discipline;

Subp. 4.A.3/Subp. 5.A.3/Subp. 6.A.4/7.A.4:develop a plan to ensure a safe environment and practices in all chemistry, earth, life, or physical science learning activities.

Essential Questions:In keeping with best practices and the desire to create teachers that are reflective professionals, the content of this course is organized around Essential Questions that require the student to apply content knowledge to his or her development as an educator.

All units lead to the successful answering of the Course Big Idea Question: What makes great science teaching?Unit I: Designing Curriculum.

Thematic Question: What characteristics of curricular design fosters student inquiry, discovery, and creativity as they construct understanding of science topics?

Unit II: Effective Lesson PlanningThematic Question: What are the characteristics of an effective science lesson?

Unit III: Building Learning CommunitiesThematic Question: What makes a science classroom safe and inviting learning community for all learners?

Teachers as Reflective ProfessionalsThe conceptual framework for the BSU Professional Education department calls for students to become reflective professionals. The organization of the content, assessments, and grading support that goal.

Unit Outlines and Learning Maps. Each unit begins with an outline and learning map.o The Unit Outline provides students with the Thematic Question for the unit and a list of

the Guiding Questions that further outline the content of that unit. The specific assignments and in class work are designed to allow students to answer the guiding questions and ultimately the thematic question.

o The Unit Outline also lists key resources, required vocabulary, and describes the summative assessment(s) used to assess successful completion of that unit.

o Students use the Unit Outline to create a table of contents and the Learning Map to create a graphic organizer for all work done within that unit and align that work with the guiding questions and content standards. This is essential reflective practice in preparing for the final summative essay, reflection & grade proposal task.

Assessment o Unit Summative Assessments will be expository writing and/or projects that allow the

student to demonstrate understanding by applying specific terminology and examples from the content of that unit to who he or she hopes to be as a science educator. The summative assessment constitutes the majority of the grade for that unit and the three unit grades constitute the majority of the grade for the course.

o Unit Summative Essay, Reflection & Grade Proposal. At the end of each unit, the student will complete one final writing assignment and reflective activity. The purpose of this is to write a narrative-style essay answering the thematic question for the unit, and purposefully reflect on the content standards completed, make connections between the content of this course and previous education courses, and lastly connect these ideas to research and theory. If done well, this activity will be very useful while completing the ed-TPA during student teaching.

o Final Exam. Due at the end of the final exam period assigned for the course is an essay answer to the course big idea question and grade proposal.

Grading . A holistic grading system is used In ED 3410 designed to encourage continued learning and depth of understanding. Instead of simply earning points and adding up total points earned, your final grade will be determined assessing the extensiveness of final understanding of the topics first and foremost, but also taking into consideration crucial learning skills and habits. This avoids the typical pitfalls of traditional grading such as punishing students for early struggles by averaging early quizzes and assignments into the final grade. Doing so reduces the grade to a mathematical calculation rather than a thoughtful reflection on new skills and knowledge he or she has learned, creating overemphasis on getting all the answers right to earn the points—no matter the method. This can have the effect of discouraging risk-taking on the part of the students or copying answers on homework and assignments. Therefore all assignments will not receive a letter or point grade, but instead only narrative feedback. Students are expected to review this feedback and make corrections or additions to that work. This is a crucial step in the learning cycle. I break the assignments into three types of assignments.

Introductory Formative Assessmentso These are assignments that are used to be the initial exploration into a topic. Because of

this, I am looking for thoughtful completion of these assignments: Entirely completed with complete, thoughtful, full-sentence answers, that though may

not be correct at least:o Answer with best guesso Answer what can be answered (such as defining terms in question even if they

can’t be properly applied to answer the question)o Write a question that needs to be asked to better understand the questiono At a minimum, identifies resources used to research the correct answer (page of

text, website, notes, etc)o Examples: Reading assignments, Study Guides, online discussions, Reflections and

Journal Entries, etc.

o Concept Check Formative Assessmentso Examples: Presentations, shorter essays and writing assignments, etc.o Emphasis on understanding and Accuracy. Errors and omissions are indicated with

prompting questions or words so student can correct and improve the work.

o Summative Assessmentso Examples: Unit Papers, Essays, Presentationso Emphasis on final, summative understanding. Individual Rubrics/checklists will be

provided for each summative assessment

o Monitoring Assessment and Assigning Final Grade The professor will use formative and summative assessments to monitor a student’s

understanding of the content knowledge for the course as well as the life-long learning skills of classroom performance and development of learning skills. The details of these expectations can be seen on the Grade Proposal Form.

At the end of each unit/course, the student will write a summative essay answering the thematic/course Big Idea question, review their previous work and propose a grade using the grade proposal. The instructor will review the student’s proposal and assign a letter grade for that grading unit and the overall course based on the following rubric.

Rating Understanding Classroom Performance Learning Skills

A The collective of the summative and formative assessments shows exemplary understanding of the concepts by almost always accurately using proper content terminology and specific content details throughout.

Exemplary at:-Use of class time; preparation for class; quality of assignments; class participation; group participation

Exemplary at:-Organization; Sense making; Use of Tools

B The collective of the summative and formative assessments shows solid understanding of the concepts by usually using proper content terminology and specific content details throughout.

Strong at:- Use of class time; preparation for class; quality of assignments; class participation; group participation

Strong at:-Organization; Sense making; Use of Tools

C The collective of the summative and formative assessments shows satisfactory understanding of the concepts but often fails to accurately using proper content terminology and specific content details throughout.

Satisfactory at:- Use of class time; preparation for class; quality of assignments; class participation; group participation

Satisfactory at:-Organization; Sense making; Use of Tools

D The collective of the summative and formative assessments shows beginning understanding of the concepts but very rarely uses proper content terminology and specific content details throughout.

Poor at:- Use of class time; preparation for class; quality of assignments; class participation; group participation

Poor at:-Organization; Sense making; Use of Tools

F The collective of the summative and formative assessments shows a lack understanding of the concepts by never accurately using proper content terminology and specific content details throughout.

Did not:- Use of class time; preparation for class; quality of assignments; class participation; group participation

Did not use-Organization; Sense making; Use of Tools

University Policies and Procedureshttp://www.bemidjistate.edu/students/handbook/policies/

Academic Integrity BSU students are expected to practice the highest standards of ethics, honesty and integrity in all of their academic work. Any form of academic dishonesty (e.g., plagiarism, cheating and misrepresentation) may result in disciplinary action. Possible disciplinary actions may include failure for part of all of a course as well as suspension from the University.

Students with Special Needs StatementUpon request all class material can be made available in alternate formats. Please contact Disability Services, Sanford Hall, 201. Phone: 218-755-3883 or E-mail Disabilityservices@bemidjistate.edu. Also available through the Minnesota Relay Service at 1-800-627-3529.

Student Rights and Responsibilities- read the assigned material as stated in the course outline- know and apply any grading criteria /rubric for assignments- review the calendar and syllabus for answers regarding assignments and policies before asking the professor!- interact and produce work in a scholarly manner - be punctual regarding course attendance and work completion- be polite and respectful

BSU Student Code of Ethics http://www.bemidjistate.edu/academics/catalog/10catalog/GradCatalog/Frontpages/sectionIV/rights.html

BSU Student Academic Rights and Responsibilitieshttp://www.bemidjistate.edu/students/handbook/policies/academic_integrity/rights_responsibilities.cfm

Instructor Rights and Responsibilities- prepare assignments and activities that meet standards embedded in the course- grade written assignments no later than 14 days after the due date - provide complete syllabus and course outline at the beginning of the semester- notify students of changes to the syllabus, assignments or due dates in advance- post assignments and updates on D2L

Technology Requirements and Expectations- Access D2L for information about course, updates, grades and to submit assignments- Access to different search engines and tech tools for lesson development and demos

Course Requirements: All assignments must be completed at a level that earns a passing grade in order to receive class credits. All assignments will be uploaded in the D2L shell. Class attendance for the Face-to-Face meetings is required and class online participation is also required in order to receive class credit. 

Attendance and online participation will be part of your grade, and if you miss an excessive amount of classes your grade and credit for the class will be affected.

Students who cease attending/participating class will be required to repay financial aid http://www.bemidjistate.edu/students/financial_aid/R2T4%20Policy%20Revised%20Feb%206%202012.pdf

Unit I: Designing CurriculumUnit I Thematic Question: What curricular design fosters student inquiry, discovery, and creativity as

they construct understanding of science topics?

Guiding Questions:1. How might I design coherent, engaging, clear, and prioritized curriculum?2. What curricular designs allow students to explore and dig deep into science topics, scientific

thinking, and technology?3. How can my curriculum meet the needs of diverse learners?4. How will I prioritize and organize required content for a specific science discipline?5. What type of assessment and grading practices create an environment that fosters risk-taking,

exploration, and deep understanding?Resources:Text Resources: Chapters 1, 2, 7, 8, 9, 10, 11, 14, 15Movie: Mindwalk http://www.youtube.com/watch?v=Uec1CX-6A38Minds of Our Own Video Series: http://www.learner.org/resources/series26.html#ENSI Website: http://www.indiana.edu/~ensiweb/

Key Vocabulary:scientific literacy; constructivism; prior conception/naïve theory; current conceptions; conceptual change; process of inquiry; systemic thinking; systems theory; reductionism; Descartes (Cartesian thinking); Bacon (Baconian); Hume; Ayer; Logical positivism; scientific method; paradigm; Popper; nominal level; functional level; conceptual & perceptual level; multidimensional; cognitive domain; affective domain; psychomotor domain; behavioral design; thematic unit design; integrated/interdisciplinary; inquiry-based learning

Due Date*

Assignments/Activities/Assessments Corrections & Additions done

Guiding Question(s)

Standards/ Chapter

F2F Magic Matter GeneratorF2F Thematic Curriculum Design5 dates Movie: Mindwalk with online discussion(s) (F2F

and online IFA)

1/20 Ch 1 & 2 (Act. 1-1, 1-5, 2-1, 2-2, 2-3) with Online Discussion (IFA)

1/20 Ch. 7 & 8 (Act. 7-1, 7-2, 7-4) Recorded Lesson with online discussion (IFA)

1/26 Video: Can We Believe Our Eyes (written response) (IFA)

2/2 Ch 9 with Essay: Can all students earn an A? (CC)

2/9 Ch. 10, 11, 14 & 15 Reading as support for Unit Project

2/9 Video: Lessons from the Air (written response) (IFA)

2/16 Unit Plan Project (SUM)2/20 Unit I Final Essay / Grade Proposal (SUM)

*All due date times are 8:00 am unless otherwise noted on D2L

Unit Summative: Unit Design Project; Unit Summative essay, reflection & grade proposal

Curriculum that allows for discovery, inquiry of science and content in a creative and

relevant manner

Unit I: Designing Curriculum

Assessment

Diverse Learners

Coherent Curriculum

Unit I Learning Map: Add terms, concepts, and connections between ideas as you complete unit.

Unit II: Effective Lesson Planning & InstructionUnit II Thematic Question: What are the characteristics of an effective science lesson?

Guiding Questions:1. What safety considerations must be considered when designing science activities?2. What are developmentally appropriate science content and skill expectations for middle

school students?3. How will I teach students the nature of science discovery methodology and communication?4. What lesson design fosters student inquiry and personally relevant understanding of topics?

Resources:Chapters 3, 4, 5, 6, 12, 13, 16 – 18

Key Vocabulary:Frances Bacon; Descartes; Baconian method of science inquiry; induction; deduction; logical positivism; paradigm; John Dewey; scientific habits of mind; Joseph Schwab; F. James Ruhterford; Project 2061; NSES; science as inquiry; ethical analysis; conflict resolution; the learning cycle; cooperative learning; 5E instructional model; lab skills; lab safety; lab in the middle school; demonstration vs. individual experience; Bloom’s taxonomy; questions and science inquiry; convergent and divergent questions; wait time; teleological and anthropomorphic questions; Fry’s readability; CAI; MBL; network projects

Due Dates*

Assignments/Activities/Assessments Corrections & Additions done

Guiding Question(s)

Standard / Chapter

2/23 Ch. 3, 5 & 6 with online discussion (IFA)3/2 History of Science & Technology

Multimedia Presentation (CC)3/2 Ch. 12 with online discussion: Why teach

evolution? (IFA)3/9 Nature of Science Lesson Plan (IFA)3/9 Science as Inquiry (Ch. 4 &13 with written

response (IFA)3/20 Essay: Constructivism and Inquiry-Based

Teaching (CC)3/20 Ch. 16 – 18 Reading3/23 Inquiry Lab/Project Activity Design (CC)3/27 Lesson Plan Portfolio / Teaching

Experience Project (SUM4/3 Unit II Summative Essay / Grade Proposal*Due date times are always 8:00 am unless otherwise noted on D2L

Unit Summative: Lesson Plan Portfolio; Summative essay, reflection & Grade Proposal.

the specific practices and

techniques used by teachers to

maximize student learning,

Unit II: Effective Lesson Planning and Instruction

appropriate content &

skills.

allowing for discovery,

teaching science as inquiry,

safe learning environment,

Unit II Learning Map: Add terms, concepts, and connections between ideas as you complete unit.

is about

in a

through allowing for

covering

Unit III: Building Learning CommunitiesUnit III Thematic Question: What makes a science classroom safe and inviting learning

community for all learners?

Guiding Questions:1. In what ways can the teacher and students collaborate to con-construct a positive learning

community within a classroom setting?2. How might curriculum be designed to allow for student interest and individuality while also

meeting required content and skill standards?3. What makes a lab classroom safe?

Resources:Chapters 19, 20, 21

Key Vocabulary/Concepts:Exceptional students, Public law 93-112, Section 504, Learning disabilities; emotionally challenged students, gifted and talented, teacher bias, student bias, parental bias, cultural diversity, ethnography, inquiry, classroom conflict, classroom management, discipline policy, conflict resolution, destructive resolution, constructive resolution

Due Dates*

Assignments/Activities/Assessments Corrections & Additions done

Guiding Question(s)

Standard / Chapter

F2F Social Contract4/6 Ch 19 & 20: Interview with Teacher on

Differentiation (IFA)4/13 Ch. 21 (Act. 21-1, 21-2, 21-4) with online

discussion (IFA)4/15 Classroom Lab Safety Plan (CC)4/22 Developing Classroom Management Plan

(CC)4/24 Ethnographic Classroom Observation

(SUM)4/30 Unit III Summative Essay / Grade Proposal*Due date times are always 8:00 am unless otherwise noted on D2L

Unit Summative: Ethnographic classroom observation; Summative Essay, Reflection & Grade Proposal.

the process of co-constructing a

positive learning community within

your classroom

Unit III: Building Community

teachers

studentsspecific strategies

why this is important to

good teaching

is about

by knowing

through the role of

the role of

Unit III Learning Map: Add terms, concepts, and connections between ideas as you complete unit.