SCE 3320 Science: Teaching Methods in Middle School Science

Corequisite: SCE 3490

Spring Semester 2004

MWF: 3 – 4:10

Instructor: Santine Cuccio, Ph.D.

Office: 112, Building D

Phone: 850 526-2761 Ext. 3497

E-mail:

Office Hours: Posted

Course Description: This course covers contemporary thinking, practices, and research in the teaching of science to middle school children. It is designed to introduce middle school teachers to a knowledge-based approach to the teaching and learning of science. In doing so, the course will focus on core concepts and principles in science which will serve as the context for course activities (e.g., in-class activities; assignments; assessment; lesson planning and concept mapping). The content knowledge, derived from the National Science Education Standards (National Research Council, 1996), is described by the Strands of the Sunshine State Standards (Florida Department of Education, 1996) as follows:

  1. The Nature of Matter
  2. Energy
  3. Force and Motion
  4. Processes that Shape the Earth
  5. Earth and Space
  6. Processes of Life
  7. How Living Things Interact with Their Environments
  8. The Nature of Science

In building upon your learning of core science concepts within select science domains, the course will consider instructional strategies and curriculum design features to enhance both the teaching and learning processes necessary for student achievement. Various instructional approaches will be presented, discussed and modeled throughout the course. Such approaches include: the use of hands-on science activities, science demonstrations, integrating reading and language arts skills as part of science instruction: the use of science textbooks and science nonfiction trade books: problem-solving, critical thinking and science process skills; multi-cultural strategies; cooperative groups; and alternative forms of assessment. Teachers will also become familiar with Professional Competencies: Florida Educator Accomplished Practices; Florida Sunshine state Standards; Grade Level Expectations (GLE); Goal 3 Standards; use of the Internet for lesson Planning (CPT) along with developing alternate assessments to measure the Sunshine State Standards.

This course is required for certification. Co-requisite: SAE 3940. 3 semester hours credit

Prerequisite: 18 semester hours of science

Course Objectives: At the completion of the course, students will be able to:

Objectives / NSES / SSS / FEAP / Artifacts
Demonstrate an understanding of the middle school concept, the middle school student and the middle school curriculum through school visits, article reviews, reports on field experiences and analysis of the Professional Competencies: Accomplished Practices (which include, ethics, diversity, and safety), current national and state standards in science including Florida Sunshine State Standards, Grade Level Expectations, Goal 3 Standards, and incorporating them into a lesson plan. / Teaching Standard A, Professional Development Standard D / 1,3,5,7
10 / 1acd,3il,
5c,7d
10abcdn
Demonstrate an understanding of core science conceptsin chemistry, biology, and physical science as described by the Sunshine State Strands (e.g., universe, earth, water, weather and climate, air, matter, machines, force and motion, electricity, magnetism, light, sound, life processes, and interaction of living things with their environment, and the nature/ history of science) through successful completion of class projects. / Content
Standards
B,C,D / SC.A.1.3, SC.A.2.3, SC.B.1.3, SC.B.2.3, SC.C.1.3, SC.C.2.3, SC.D.1.3, SC.D.2.3, SC.3.1.3, SC.E.2.3, SC.F.1.3, SC.F.2.3, SC.G.1.3, SC.G.2.3 / 8, 9,10
12 / 8b,9a,10f
12a,b
Demonstrate an understanding of science and the process of learning science through: inquiry, knowledge construction thebasic process skills (observation, classification, communication, measurement, prediction, inference, experimentation); science literacy; science, technology, and society (STS); concept mapping; reading activities; writing activities; application activities; accessing prior knowledge; and assessment / Content
Standard A / SC.H.1.3 / 1,2,4,78,10,
12 / 1a,g,l,2c,4b,e,7b,e,8a10f,m
Demonstrate how reading (FCAT Reading) and language arts skills (FCAT Writing) and mathematics (FCAT Math) can be effectively integrated in science teaching by incorporating them into your lesson plans. / Teaching Standard A, Professional Development Standard D / 8,9,10 / 8b,9i,10l
Demonstrate the importance of conceptual understandingas the basis for explaining everyday events and phenomena (science literacy), problem solving, critical thinking, making better predictions and asking in-depth questions through the statement of a rationale in the lesson plan, participation in class activities, class discussions and course assignments, including the formulation of a researchable question and experimentation / Teaching Standard A, Professional Development Standard B / 2,4,5,7,8,9,11 / 2e,h,g,4a,5d,g,h,k,7f,8b,9g11b
Demonstrate proficiency in designing/planning science lessonsincluding standards, benchmarks, concepts, objectives, activities, resources, accommodating diverse learners and limited English proficient students (LEP), resources and assessment . / Teaching Standard A / 1,3,5,7,9,10 / 1b,3c,g,j,5b,c,7a,c,9d10a,b,d
Demonstrate how to assess meaningful learning in science by constructing standard and alternative forms of assessments including the development of rubrics to measure learning objectives (incorporated into the Curriculum Planning Tool for each lesson plan). / Teaching Standard C / 5.19, 5.21, 5.22 / 1,5,10,12 / 1e,5a,10a,12f,g
Demonstrate how technology can be effectively used for planning, teaching and evaluating the effectiveness of science instruction (that is technology as a means to collect data, to analyze data, and as a tool for use by students - e.g., laser videodisc, Curriculum Planning Tool or CPT, computer software and probes, videos, internet). / Teaching Standard A / SC.H.3.3 / 8,12 / 8c,12c,d,e,f
Demonstrate a knowledge and interest in professional development and lifelong learning through article reviews from science and science education journals; and attendance and membership in professional associations. / Teaching Standard F; Professional Development Standard C / 3,8 / 3e,f,h,8d
Demonstrate an understanding of interaction among science, technology and society(STS) through article reviews, newspaper articles, the development of lesson plans specifically in a statement of a rationale to be included in the lesson plan, and trade book evaluation. / Content
Standard E / SC.H.3.3 / 6,10,12 / 6c,d,10g,12ab

NSES: National Science Education Standards 5-8

SSS: Sunshine State Standards 6-8

FEAP: Florida Educator Accomplished Practices

Course Evaluation Criteria:

  • 3 Tests (10% each)
  • Unit Concept Map (10%)
  • Classification Project (10%)
  • Article Review on a Middle School Concept (10%)
  • Experiment (10%)
  • Article Review on a Science Technology Society Topic (10%)
  • Lesson Plan Analysis (Internet) (10%)
  • 1 Lesson Plans (10%)
  • Class participation is extremely important and will have an effect on your grade. This means that YOU MUST ACTIVELY PARTICIPATE IN DISCUSSIONS, ASK QUESTIONS AND FOCUS YOUR ATTENTION ON WHAT IS BEING LEARNED IN CLASS.

Chose from these topics for each class activity:

The Nature of Matter

Energy

Force and Motion

Processes that Shape the Earth

Earth and Space

Processes of Life

How Living Things Interact with Their Environments

The Nature of Science

Grading Scale:

A 93-100(4.00)

B 83 - 92(3.00)

C 70 - 82(2.00)

D 60 - 69(1.00)

F 0 - 59(0.00)

Textbooks and Instructional Materials for the Course

Chiappetta, E.L. and Koballa, T.R. 2002, Fifth Edition, Science Instruction in the Middle and Secondary Schools. Upper Saddle River, NJ. Merrill Prentice Hall

Suggested Reading: Victor, E. and Kellough, R.D. 2004, Tenth Edition, Science K-8 and Integrated Approach. Upper Saddle River, NJ. Pearson, Merrill Prentice Hall

Portfolio (for assignments, reflections: observations; did anything significant occur?; If so, what?; Was your teaching strategy effective?; Why or why not?; How well did the lesson relate to the students’ knowledge, experiences and interests?; Was activating prior knowledge important in the lesson? What did you consider for ESOL students? What provisions for special needs students?)

Florida Sunshine State Standards and Grade Level Expectations (GLE’s) prepared by the Florida Department of Education (

Suggested Reading

NSTA Pathways to the Science Standards: Guidelines for Moving the Vision into Practice

Better Teaching and Learning in the Digital Classroom

Florida Water

Handy Science Answer Book: Centennial Edition

Global Warming

Exemplary Middle School

Effective Grading: A Tool for Learning and Assessment

Thinking about Biology

From Girls in Their Elements to Women in Science: Rethinking Socialization

Our Schools and Our Future: Are We Still at Risk?

Transforming Middle School Science Education

Computers, Teachers, Peers: Science Learning Partners

Designing Experiments and Analyzing Data: A Model Comparison Perspective

Assessment in Science Education: The Middle Years #308

Catch Them Thinking in Science: A Handbook of Classroom Strategies

Definitive Middle School Guide: A Handbook for Success

Middle School and Beyond

Intermediate Science Throug Children’s Literature: Over Land and Sea

Natural Investigator: A Constructivist Approach to Teaching Elem and Middle Sch Sci

Taxonomy for Learning, Teaching, and Assessing: Revision of Bloom’s Taxonomy

Developing and Using Classroom Assessments

Developing and Validating Multiple-Choice Items

Becoming a Critically Reflective Teacher

Measurement and Assessment in Teaching

Science K-8: An Integrated Approach

Education

On Science

Naturally Dangerous: Surprising Facts About Food, Healthe and Environment

Nobel Prize Women in Science: Their Lives, Struggles and Momentous Discoveries

Environmental Science Activities Kit

Language and Literacy in Science Education

Problems of Meaning in Science Curriculum

Science Teaching/Science Learning: Constructivist Learning in Urban Classrooms

Science Teaching: The Role of History and Philosophy of Science

Explaining Science in the Classroom

Free-Choice Science Education: How We Learn Science Outside of School

Nature of Science in Science Education: Rationales and Strategies

Designing Project-Based Science: Connecting Learners Through Guided Inquiry

Female-Friendly Science: Applying Women’s Studies Methods and Theories to Attract

Science Education in the United States: Issues, Crises, Priorities

History of Ideas in Science Education: Implications for Practice

Continuous Improvement in the Science Classroom

Science of Every Things

Science in Dispute

Science at the Extreme: Scientists on the Cutting Edge of Discovery

Designing Professional Development for Teachers of Science and Math

Secrets of 123 Classic Science Tricks and Experiments

Hands-On General Science Activities With Real-Life Applications

Achieving Scientific Literacy: From Purposes to Practices

Genetically Modified Foods: Debating Biotechnology

Test your Science IQ

Great Essays in Science

Five Biggest Unsolved Problems in Science

Career Opportunities in Science

100 Award-Winning Science Fair Projects

Linked: How everything Is Connected to Everything Else and What It Means for Science.

Secret Life of Dust: From the Cosmos to the Kitchen Counter

Let’s Prepare for the Grade 8 Intermediate-Level Science Test

Information Sources in Science and Technology

Scientific Method in Practice

Differentiating Instruction in the Regular Classroom: How to Reach and Teach Al

Cognitive Strategy Instruction for Middle and High Schools

Art of Changing the Brain: Enriching Teaching by Exploring the Biology of Learning

When Kids Can’t Read, What Teachers Can Do: A Guide for Teachers, 6-12

Reclaiming Caring in Teaching And Teacher Education

Qualities of Effective Teachers

Du Bois on Education

At the Elbow of Another: Learning to Teach by Coteaching

Theory and Practice of Teaching

Mentoring Programs for New Teachers: Models of Induction and Support

Oops: What We Learn When Our Teaching Fails

Portfolios in the Classroom: Tools for Learning and Instruction

Literacy Today: Standards Across the Curriculum

High School Biology: Today and Tomorrow

Becoming a Reflective Educator: How to Build a Culture of Inquiry in the Schools

How to Succeed in School Without Really Learning: The Credentials Race in Amer

Middle and Secondary School Instructional Methods

Nation’s Best Schools: Blueprints for Excellence: Middle and Secondary Schools

Stepping Inside the Classroom Through Personal Narratives

Improving Science Education: The Contribution of Research

Content Area Reading: Literacy and Learning Across the Curriculum

Learner-Centered Teaching: Five Key Changes to Practice

Learning to Think: Disciplinary Perspectives

Learner-Centered Classroom and School: Strategies for Increasing Student Motiv

What’s the Use of Lectures

Art and Science of Classroom Assessment: The Missing Part of Pedagogy

Best Test Preparation for the Ftce: Fla Teacher Certification Exam

Show What you Know on the 7th Grade Fcat

Show What you Know on the 8th Grade Fcat

Mapping the Big Picture: Integrating Curriculum and Assessment K-12

Teacher’s Learning: Stories of Science Education

Doing Science: Innovative Curriculum for the Life Sciences

Life Sciences: Curriculum Resources and Activities for School Librarians and Teachers

Living With a Star: From Sunscreen to Space Weather: Teachers Guide for Grades 6-8

Middle Schools for a Diverse Society

Not Much Just Chillin: The Hidden Lives of Middle Schoolers

Practicing What We Preach: Preparing Middle Level Educators

Praxis II General Science Middle School

Middle School Curriculum, Instruction, and Assessment

Middle School Teachers Guide to Free Curriculum Materials 2003-2004

New Science Literacy: Using Language Skills to Help Students Learn Science

Teaching Science to Children: An Inquiry Approach

Mind, Stress, and Emotions: The New Science of Mood

Peanuts: The Illustrious History of the Goober Pea

Designer Food: Mutant Harvest or Breadbasket of the World

Science Educator’s Guide to Laboratory Assessment

Learning Science and the Science of Learning: Science Educator’s Essay Collect

National Science Education Standards: Observe, Interact, Change. Learn

Inquiry and the National Science Education Standards: A Guide for Teaching and Learn

Science Literacy for the Twenty-First Century

Practice of Constructivism in Science Education

Science K-8: An Integrated Approach

Teaching Children Science: Discovery Methods for the Elementary and Middle

Nature of Science: An A-Z Guide to the Laws and Principles Governing Our Univ

Science Education of American Girls: A Historical Perspective

Silent Spring

Protecting the Ozone Layer: Science and Strategy

Happiness and Education

501 Tips for Teachers

Designing for Science: Implications from Everyday, Classroom, and Professional Setting

Tips for the Science Teacher: Research-Based Strategies to Help Students Learn

Enhancing Thinking Skills in the Sciences and Mathematics

Science Education: Policy, Professionalism and Change

Science Education for Citizenship: Teaching Socio-Scientific Issues

Science Education in the 21st Century

Science Education Research in the Knowledge-Based Society

Integrating Mathematics, Science, and Technology: A Sill Building Approach

Teaching Science for Understanding: A Human Constructivist view

Teaching Science in Elementary and Middle School Class: Project Approach

Teaching Science in the Block

Ready to Use Physical science Activities for Grades 5-12

Ready to Use Chemistry Activities for Grades 5-12

Ready to Use Human Biology and Health Activities: For Grades 5-12

Ready to Use Life Science Activities for Grades 5-12

Science A.S.A.P.: As Soon As Possible, As Simple as Possible

Cases in Middle and Secondary Science Education: The promise and the Dilemmas

40 Strategies for Integrating Science and Mathematics Instruction: K-8

Teaching Science Through literature: Grades 6-8

Resources for Teaching Middle School Science

Science Activities for Middle School Students

Guiding Curriculum Decisions for Middle-Grades: Science

Performance Based Learning and Assessment in Middle School Science

25 Biggest Mistakes Teachers Make and How to Avoid them

Facts on File Science Dictionaries

Encyclopedia of Ethics in Science and Technology

Facts on Files Science Handbooks

Notable Scientists

New Encyclopedia of Science

Elsevier’s Dictionary of Biology

Encyclopedia of Education

A to Z Chemists: Notable Scientists

Macmillan Encyclopedia of Chemistry

History of Modern Science and Mathematics

Tentative Course Outline

CLASS TOPIC ASSIGNMENT

MEETING

Jan. 7W Introduction to the National Standards, Chapter 2

Sunshine State and Goal 3 Standards

Introduction to the Pre-professional

Accomplished Practices

Jan. 9 Student Portfolio

Jan. 12M What is the Middle School Concept Chapters 3, 11

Rubric for Journal Review 1st Impressions of classroom

Jan. 14 The Middle School Curriculum (textbooks)

Jan. 16 Organizing Middle School Classroom Chapter 12

Planning for Instruction Interview a student

Jan. 19MHoliday

Jan. 21 Lesson Plan Format

Jan. 23 The Art of Questioning (student & teacher) Article Review Due

Assessment (rubrics) Chapter 14

Sketch bird’s eye view ofscience class

Jan. 26M Nature of Science Chapter 1

Simple Lesson Observation

Jan. 28 Ideas Model Chapter 1

Science Lesson Observation

Jan. 30 Test 1

Feb. 2M Learning: ConstructiveChapter 4

Observe an activity in class

Feb. 4Learning affective Plan a problem based lesson/activity

Feb. 6Concept mapping Reflection: Teaching via problem solving

Feb. 9MInquiry: Observation Chapter 5

Feb. 11Inquiry: MeasurementChapter 5

Feb. 13Inquiry: ClassificationChapter 5

Feb. 16M Inquiry: Inference and prediction Chapter 5

Observe a lecture

Feb. 18Lecture Chapter 6

Plan a lecture

Feb. 20Lecture Reflections: Teaching via lectures

Feb. 23MDemonstration Chapter 6

Observe a demonstration

Classification due

Feb. 25 Demonstration Plan a demonstration

Feb. 27 Demonstration Chapter 6

Reflections: Teaching via lectures

Mar. 1MScience, Technology, Society Chapters 6, 7

Observe a discussion

Mar. 3Discussion Plan a discussion

Mar. 5Discussion Chapter 6, 7

Reflections: Teaching via discussions

Mar. 8MLab and ExperimentingChapter 8

Scientific Method 2nd Article Review Due

Mar. 10Lab and ExperimentingChapter 8

Mar. 12Test 2

Mar. 15MSafetyChapter 9

Observe safety features in science classroom

Mar. 17Safety

Mar. 19Computers and Electronic TechnologyChapter 10

Experiment due

Mar. 22M Spring Break

Mar. 29Computers and Electronic TechnologyChapter 10

Internet lesson plan analysis due

Mar. 31 Planning and Teaching Science LessonsChapter 12

Interview a science teacher on

Planning a science lesson

Apr. 5MPlanning and Teaching Science LessonsChapter 12

Deliver a lesson

Apr. 7 Planning science units Chapter 13

Reflect on lesson with teacher

Apr. 9Planning science unitsChapter 13

Observe an alternate assessment

April 12MAssessment RubricsChapter 14

Design a rubric

April 14RubricsChapter 14

Incorporate a reading and science

activity into class curriculum

April 16Integrating Reading and Science Lesson plan due

April 19MIntegrating Reading and Science Incorporate a math and science

activity into class curriculum I

April 21Integrating Math and Science

April 23Integrating Math and Science

April 26MProfessional Development

April 28Review

April 30FFinal Exam