Science for All Americans - Introduction(xiii-xxi, stop at “Chapters”),  Chap.1, Chap. 13

Elem. Sci. Methods - Chap. 1&2, See handout for explicit directions.

Teaching Today's Health - p. 3-8

1. Type returned list of goals and include with #2.
2. Answer in writing the four questions on the handout.
3. Robots:   Do activities 2A and 3A.  Build your first robot (car or bug) and do activities 1B-8B.  As you work through these, write your response and be prepared in class to talk about whether the nature of the worksheets is consistent with what you have read about the nature of science learning and instruction.

Handouts:  Play-Debrief-Play, Discrepant Events, Search, Solve, Create, Share and Learning Cycle (SCIIS)

Johnson and Johnson, Circles of Learning:  Cooperation in  the  Classroom , p. 6-10

Elem. Sci. Methods - Chap. 4, Skim p. 154 - 167.  Skim the examples in the rest of the chapter.  Explain the role of prior beliefs or preconceptions in students’ learning.

1. Make a list of the seven models of instruction we have examined and describe each in a short paragraph.  Give an example of each.
2. Robots: Experiment with Robolab Inventor.  Information in the C activities will help you, but feel free to explore on your own.  Do the challenges for your robot, and be prepared to demonstrate your programs to the class.

Classify the various models according to the teaching and learning theory they most closely resemble.

*List criteria of best practice for each of the instructional strategies.  (D2)

*Shymansky et. al., Science and Children , 1982 (A2)

Science Education Standards - Chap. 3 (C3)

1. Make a numbered list of the six Standards with brief amplification and indicate by number where you have included each in your philosophy.
2. Organize your list of instructional strategies into groups by learning theory.
3. Examine selected science curricula to compare text based curricula with science reform curricula.  Write a list of pros and cons of each based on your knowledge of the Science Standards and best practice for different approaches.  (A2, C1, C3, D2)

1. Review three science computer programs (complete a review of each program using evaluation forms provided).  (J1)
2. Make a list of the uses of technology in science education.
3. Make a list of advantages of using technology.  Which of these are connected to your own philosophy of science instruction?

Elem. Sci. Methods - Chap. 3

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.

Skim Funk, et. al; Learning Science Process Skills if you want more examples of activities for various process skills.

1. *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)
2. Complete exercises 6.1,6.2,6.3,6.7 as practice for in-class coding.  Write definitions for the terms used in the assignment and in your analysis assignment.
3. Make any necessary assignment to prepare class for Friday’s discussion.

*How to handle wrong answers - file in D2
Coding a class discussion

Elem. Sci. Methods - Chap 7

*NSTA Position Statement "Performance Assessment: Everyone Talks About It, But What Is It?" from NSTA Reports, Dec/Jan, 1992

Cairn and Sund, chap. 4;

Teaching Today’s Health - pp. 83-86, 106 and 93-100.  Sign up to read one value-based activities section.

Elem. Sci. Methods - pp. 347 - 351

1. Look at one science and one health text.  Write down two examples of values that are expressed or assumed.
2. Define STS in your own words and identify the educational principles that support this approach.  (A3)

Make a list of the core ideas that you will emphasize in your unit.  Summarize the research relevant to your unit.

Summarize an article from Science and Children related to your unit.

A Guide to Developing Multicultural, Nonsexist Education Across the Curriculum - pp. 34 - 36 (B4, A3)

“Independence for the Physically Disabled Through Science and Technology”

Kahle, Jane Butler and Meese, Judith.  Research on girls in science:  lessons and applications.  in Handbook of Research in Science Teaching and Learning, Dorothy Gabel (ed.).  Washington DC:  National Science Teachers Association, 1994.

Koch, Janice and Blunck, Susan.  Breaking the Mold: Celebrating Individual Differences in the Science Classroom. in Science/Technology/Society:  Research Implications.  Bob Yager (ed.).  SUNY Press, 1994.

“Safety in the Elementary Classroom” (I1)

NSTA policy on animals in the classroom (I1)

Elem. Sci Methods – p.400-403

Driver, et.al., “Constructing Scientific Ideas: Implications for teaching and Learning” (A2)

Add concept maps to your models of instruction. (D)

Make a short list of safety principles (I1)

Objectives, Assessment and first three lessons for your science unit.