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Monday, January
21
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*Goals for science
education. Mystery boxes. Review of Ed. Psych. Information on
teaching and learning. Bring to class the chart you made in Ed.
Psych. of the comparisons between various learning theories.
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Wednesday,
January 23
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History and
Philosophy of Science Education
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Read:
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Science for
All Americans - Introduction(xiii-xxi, stop at “Chapters”),
Chap.1, Chap. 13
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Elem. Sci.
Methods - Chap. 1&2, See handout for explicit directions.
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Teaching
Today's Health - p. 3-8
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Assignment:
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*1)
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Answer in writing
the four questions on the handout.
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2)
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Robots: Do
activities 2A and 3A. Build your first robot (car or bug) and do
activities 1B-8B. As you work through these, think about whether
the nature of the worksheets is consistent with what you have read
about the nature of science learning and instruction.
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Monday, January
28
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Instructional
Strategies (D1)
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Read:
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Handouts: Play-Debrief-Play,
Discrepant Events, Search, Solve, Create, Share and Learning Cycle
(SCIIS)
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Johnson and
Johnson, Circles of Learning: Cooperation in the Classroom
, p. 6-10
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Elem. Sci.
Methods - Chap. 4, Skim p. 154 - 167. Skim the examples in
the rest of the chapter. Be able to define contructivism and explain
the role of prior beliefs or preconceptions in students’ learning.
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Assignment::
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1)
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*Write a draft
of your philosophy of teaching science and health (A2, C3). Your
philosophy should be firmly based on your reading, and you should
employ the language used by science educators. A good way to begin
is with some goal statements. That is, given the nature of science,
what should children learn in order to be scientifically literate?
Then explain how you will structure instruction to accomplish those
goals. Try to keep it to one page, and keep in mind the tenets of
good writing.
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Wednesday,
January 30
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Instructional
Strategies (D1)
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Read:
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Weil, Models
of Teaching - chap. 3 & 4
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Assignment:
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1)
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*Make a list
of the seven models of instruction we have examined and describe
each in two- four sentences.
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2)
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Robots: Experiment
with Robolab Inventor. Information in the C activities will help
you, but feel free to explore one your own. Do the challenges for
your robot, and be prepared to demonstrate your programs to the
class.
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Class:
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Classify the
various models according to the teaching and learning theory they
most closely resemble.
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*List criteria
of best practice for each of the instructional strategies.
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Monday, February
4
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Science Education
Standards
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Read:
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*Shymansky et.
al., Science and Children , 1982
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Science Education
Standards - Chap. 3
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“The Real Science,”
Scientific American, 1992.
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Assignment:
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*Make a numbered
list of the six Standards and indicate by number where you have
included each in your philosophy.
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*Add your learning
theory classification to the list of instructional strategies you
have made.
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Examine selected
science curricula to compare text based curricula with science reform
curricula.
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Class:
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Acids and bases
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Wednesday,
February 6
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Using Technology
in Teaching Science (J)
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Read:
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Skim section
in one of the provided texts on technology.
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Assignment::
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1)
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*Review three
science computer programs (. Complete a review of each program using
evaluation forms provided.
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2)
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*Make a list
of the uses of technology in science education.
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3)
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*Make a list
of advantages of using technology. Which of these are connected
to your own philosophy of science instruction?
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Monday,
February 11
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Multicultural
and Nonsexist Education, Career Education (B)
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Read:
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A Guide to Developing
Multicultural, Nonsexist Education Across the Curriculum - pp. 34
- 36,
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“Independence
for the Physically Disabled Through Science and Technology”
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Kahle, Jane
Butler and Meese, Judith. Research on girls in science: lessons
and applications. in Handbook of Research in Science Teaching
and Learning, Dorothy
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Gabel (edl).
Washington DC: National Science Teachers Association, 1994.
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Koch, Janice
and Blunck, Susan. Breaking the Mold: Celebrating Individual Differences
in the Science Classroom. in Science/Technology/Society: Research
Implications. Bob Yager (edl). SUNY Press, 1994.
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scan COMETS,
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scan Keepers
of the Earth,
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skim Gender
Equity, Right from the Start
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skim a Savi-Selph
unit for suggested modifications
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Assignment:
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*Make a list
of the issues discussed in Gender Equity, Right From the
Start. Select from any of the readings, at least five activities
you could do in a classroom with students to promote gender equity
or multiculturalism. Classify each activity as to which of the
five issues identified in Gender Equity, Right From the Start
it addresses. I will compile a master list for you to include in
your notebook.
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Class:
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Magnets and
electricity
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Wednesday,
February 13
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Class Discussion
and Questioning Skills
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Read:
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Jacobsen et.al.
Methods for Teaching, chap. 6
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Cairn and Sund,
chap. 4, skip/skim where appropriate
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Assignment:
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1)
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*Revised philosophy
statement. Turn in entire packet of work related to your philosophy.
(a. goals written in class, b. answers to nature of science and
scientific literacy questions, c. list of Standards and marked
first draft, d. Ed. Psych philosophy paper, e. final draft,
g. one paragraph reflection on your development)
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2)
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*Complete exercises
6.1,6.2,6.3,6.7. Write definitions for the terms on the assignment,
so it will be useful later.
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Class:
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*How to handle
wrong answers
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Coding a class
discussion
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Friday, February
15
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Preconceptions,
Safety and Use of Animals
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Read:
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“Safety in the
Elementary Classroom”.
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*NSTA policy
on animals in the classroom
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Elem. Sci Methods
– p.400-403
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Driver, et.al.,
“Constructing Scientific Ideas: Implications for teaching and Learning”
(A2)
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Assignment:
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*Add concept
maps to your models of instruction. (D)
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*Coding and
analyzing a class discussion
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Class:
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What happens
to living things in winter?
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Plants
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Monday, February
18
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No class
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Wednesday,
February 20
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Science, Technology
and Society (STS), Values Education and Its Impact on Women and
Various Ethnic Groups.(J,B)
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Read:
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Cairn and Sund,
chap. 4;
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Teaching
Today’s Health - pp. 83-86, 106 and 93-100. Sign up to read
one value-based activities section.
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Elem. Sci. Methods
- pp. 347 - 351
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Assignment:
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1)
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Look at one
science and one health text. Write down two examples of values
that are expressed or assumed.
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2)
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*Define STS
in your own words and identify the educational principles that support
it. (A3)
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3)
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*Final (?) revision
of philosophy.
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Monday,February
25
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Curriculum Review
and Reading Level (A2), Assessment(G)
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Read:
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Elem. Sci.
Methods - Chap 7
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*NSTA Position
Statement "Performance Assessment: Everyone Talks About It,
But What Is It?" from NSTA Reports, Dec/Jan, 1992
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Assignment:
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A)
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*Review science
curricula (textbook and non-text) at the grade level you will teach,
using the criteria on the handout. Write a review of each.
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Wednesday,
March 4
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Writing Objectives,
Deciding What's Important (C3)
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Read:
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Elem. Sci.
Methods - Chap. 3
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Kibler, Barker
and Miles, Behavioral Objectives and Instructions - chap.
4. Use your own judgment about how much of this you need to read
and do. pp. 77-98 has helpful exercises.
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Skim Funk, et.
al; Learning Science Process Skills if you want more examples
of activities for various process skills.
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Assignment:
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Write two objectives
at each level of Bloom’s taxonomy. Be prepared to explain how you
could provide practice for each one.
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Wednesday,
March 6
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Managing a Classroom
of Scientists
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Read:
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Elem. Sci.
Methods - Chap. 8
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Assignment:
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Write a test
item or assessment procedure for each of your objectives.
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Monday, March
11
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Core ideas and
resources.
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Read:
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Relevant section
of Benchmarks for your unit.
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Assignment:
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Make a list
of the core ideas that you will emphasize in your unit. Summarize
the research relevant to your unit.
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Summarize an
article from Science and Children related to your unit.
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Wednesday,
March 13
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Teaching Health
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Assignment:
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Compare one
HAP unit and a similar unit in a health text.
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Class:
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Concentrations
and Density
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BREAK
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Monday, April
8
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Visit Stewart
Library for extended session 10-12
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Trends in Children’s
Nonfiction with accompanying book talks by Ginny Cameron, children’s
librarian.
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Assignment:
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First three
lessons of your unit
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Friday, April
26
|
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Assignment:
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Science unit
lesson plans.
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