Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
Updated 8-28-10
Instructor: Dr. Sharon Parnin
Mailbox: Located in the education office in Neff Hall second floor
Phone: 260-481-6063 (I do not check voice mail daily.)
E-mail: parnins@ipfw.edu (preferred communication)
Class Location & Time/Day:
Time: Sec 1 Tuesday 4:30-7:15; Sec 2 7:30 – 10:15 pm; Sec W3 Saturday 9:00 – 11:50
Office location: Neff 270 B (Feel free to stop by if my office light is on.)
Office Hours: by appt.
Required Books:
Title: Exploratopia: More than 400 kid-friendly experiments and explorations for
curious minds (Hardcover)
Author: The Exploratorium
ISBN#: 0316612812
Publisher: Little, Brown Young Readers (October 4, 2006)
Title: Safety in the Elementary Science Classroom Second Edition
Product Number: PB030X2
Publisher: NSTA
Metric tape measure purchased from the IPFW bookstore.
Title: Picture Perfect and More Perfect Picture Science
Internet Sites:
1. You will need to access the Indiana Academic Science Standards.
http://www.indianastandardsresources.org/grade.asp?subj=sci
2. Portaportal.com
3. Librarything.com
I use Blackboard. Please make sure that you can access it and become familiar with
the features. It is your responsibility to make sure that the technology is working from
your end. Please contact IT services if you need help.
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
Course Overview
The primary goal of this course is to actively engage elementary education students to
learn and practice the science process skills. A second goal is to connecting
elementary education students with community resources for science education.
These goals directly relate to three of the INTASC standards. Those standards are:
(1) The teacher understands the central concepts, tools of inquiry, and the
structure of the discipline(s) he or she teaches and can create learning experiences
that make these aspects of subject matter meaningful for students.
(2) The teachers understand how children learn and develop, and can provide
learning opportunities that support their intellectual, social and personal
development.
(10) The teacher fosters relationships with school colleagues, parents, and agencies
in the larger community to support students’ learning and well-being.
The Indiana Professional Standards Board
The Indiana Professional Standards Board (IPSB) board governs the licensing of
teachers in Indiana. There are 10 science standards for teachers. This class will
touch on most of the ten standards, but primarily we will concentrate on parts of the
following two standards.
Standard #1: The teacher of science understands the central concepts, tools of
inquiry, and the history and nature of science in order to create learning experiences
that makes these aspects of science meaningful for the student.
Standard #7: The teacher of science plans meaningful science instruction based upon
knowledge of science, students, the community, science curricula, and curriculum
goals.
Resources Available
Services for Students with Disabilities are located in WU 118 & 218 (481-6657,
voice/TTY). Please notify me if you have any special needs or concerns.
The IPFW Writing Center, located in KT G19, is open Monday-Friday, as well as
Sunday. It offers all writers free one-on-one help in writing papers for any class.
Students may come at any stage of the writing process. Appointments are required; to
sign up for a consultation, sign up via Tutor Trac at
http://www.ipfw.edu/casa/wc/default.htm. You should bring your syllabus and
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
assignment to your consultation. The Writing Center also offers online consulting,
free handouts, and workshops on a variety of topics. If you have questions about the
Writing Center’s services or want to see if there are openings for same day
appointments, call 481-5740. If your writing needs improvement, you will be sent to
the writing center for assistance with your assignments. They will give you a paper
indicating that you have received assistance from the writing center. You must turn in
the paper to me or I will not score your assignment and you will receive a zero for the
assignment.
The Education Curriculum and Computer Lab is located in Neff Hall at 237.
This is a wonderful resource for all education students! Please use it.
You must bring the following items to every class meeting unless noted. If you
do not have these items it will be difficult to participate and complete the inclass learning activities.
1. Please bring these items with you to class on a regular basis:
a.
Metric tape measure purchased from bookstore
b.
Colored pencils
c.
Scissors
d.
Tape masking or transparent
e.
Magnifying glass
f.
5 - 10 zip lock baggies of various sizes
g.
Old or plastic spoon and butter knife
h. Simple calculator
i.
Stop watch or a timepiece that can measure second
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
Assignments, Points and Due Dates
Assignment
Points
Due
Peer Teach Rocks
2
9-14-10 or 918-10
3
9-14-10 or 918-10
5
9-24-10 on BB
at 11:59 pm
Peer Teach Kings Foot
Preparation
Peer Teach Kings Foot
Teach
Peer Teach Kings Foot
Reflection
2
Peer Teach Sheep in a
Jeep
Preparation
Peer Teach Sheep in a
Jeep
Teach
Peer Teach Sheep in a
Jeep
Reflection
Peer Teach Turtle Hurtle
Preparation
Peer Teach Turtle Hurtle
Teach
Peer Teach Turtle Hurtle
Reflection
Science Study 1
Observation
Rough draft
Due on the day you have
class
2
10-5-10 or
10-16-10
10-5-10 or
10-16-10
10-22-10 on
BB at 11:59
pm
10-26-10 or
10-30-10
Preparation
Peer Teach
Teach
Peer Teach
Reflection
3
5
3
10-26-10 or
10-30-10
5
11-5-10 on BB
at 11:59 pm
2
11-16-10 or
11-20-10
11-16-10 or
11-20-10
12-3-10
3
5
12
Points you
earned on your
assignment
9-7-10 or
9-11-10
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
Assignment
Points
Due
Science Study 2
Inference
Rough Draft
Due on the day you have
class
Science Study 3
Scientific sketching and
pictures
Rough Draft
Due on the day you have
class
Science Study 4
Measurement
Rough Draft
Due on the day you have
class
Science Study 5
Classification
Rough Draft
Due on the day you have
class
Science Study 6
Prediction
Rough Draft
Due on the day you have
class
Science Study 7
Model
Rough Draft
Due on the day you have
class
Science Study Polished
Electronic version –
please read the
assignment
requirements
10
9-14-10 or
45
11-19-10 on
BB at 11:59
pm
Science Resource Guide
30
10-15-10 on
BB at 11:50
pm
Community Science
50
12-1-10 on BB
at 11:59
2010 Fall
Points you
earned on your
assignment
9-18-10
15
9-21-10 or
9-25-10
14
9-28-10 or
10-4-10
15
10-12-10 or
10-16-10
13
10-26-10 or
10-30-10
14
11-9-10 or
11-13-10
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
Assignment
Points
Due
Science Fair class book
project on
Mixbooks.com
50
12-13-10 at
11:59 pm
Posted on
Mixbooks.com
and NOT BB
Science Notebook
50
12-7-10 or
(Rough draft of Science
Study included in
notebook along with
class notes and other
assignments.)
Total
2010 Fall
Points you
earned on your
assignment
12-11-10
358
Grades will be calculated using the total points accumulated from all assignments
divided by the total possible points and multiplied by 100 to calculate your
percentage. The following percentages are listed with the letter grade equivalent.
98-100% A+
95-97 A
91-94 A88-90 B+
85-87% B
81-84 % B78-80% C+
75-77% C
71-74% C68-70% D+
65-67% D
61-64% D60% and below F
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
Tardy and Missed Assignments
For each day an assignment is late, ten percent will be deducted from the grade.
After 10 days the score will be zero. All assignments need to be uploaded to
Blackboard. All assignments are due on the day listed and all are due by 11:59 pm.
Blackboard will mark your assignment late, if it is received exactly at 11:59 pm.
Please plan accordingly so your assignment will not be marked late.
Attendance
This is a skills based class, which means that you will not be able to learn the material solely
from the required textbooks. You need to come on time and be ready to participate in the
activities. It is through participating in the class activities that you will learn the science process
skills. This is not a methods class, but rather a class that teaches the skills scientists use when
they investigate their questions. You also need to bring your science tool kit to every class. If
you have a pattern of being late or not bringing your required materials, your overall class
points will be reduced by 10%.
You need to make the commitment to come to class on time and plan to stay the full
time. If you miss three classes, your grade will be automatically lowered one full
grade. If you miss four classes your grade will be lowered two letter grades. I
would suggest that if your personal life becomes complicated and you begin to
miss class that you drop the class. Please take the class when you have the time
to devote to it. If you miss four classes you have missed 25% of the semester.
Email
I check my IPFW e-mail daily, parnins@ipfw.edu and if you need to get a quick response from me, please
use that address. Please include your course and section number in the message bar. I have several
sections and three courses that I am teaching. I will answer e-mail on blackboard, but it may take a little
longer for a response. Please do not attach your assignments and send them to my IPFW e-mail. The
assignments are usually too big for my IPFW e-mail and it will crash my e-mail. I usually delete the email with the large attachment. I will not accept assignments that are sent as e-mail attachments
through Blackboard or my IPFW e-mail. You need to submit assignment files to the assignment tab in
Blackboard. I will not accept your assignments if they are not submitted through the Blackboard
assignment tabs.
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
Description of the Course Assignments
Science Study Project
You need to select one of the following areas of nature to observe over the course of the
semester. You can choose to make observations of clouds/weather or your favorite
tree. You will need to let me know by the second week of class which you are planning
on observing. You will make 7 observations over a period of about 13 weeks. You will
need to bring a hard copy of your rough draft science study observations to class.
Please note when they are due and follow the Science Study Scoring Guide criteria for
what to include in your rough draft hard copy. You will write your rough draft in your
Science Notebook. After you have brought your rough draft to class and it has been
given constructive feedback, you will create a polished electronic copy to Blackboard
due at the end of the semester for a grade. You will receive a grade for each rough draft
brought to class and a grade for the polished electronic Science Study paper.
If you forget your rough draft of your Science Study, you will receive a zero for your
rough draft score. If you are absent, you will need to make an appointment with me to
score your rough draft prior to the next class meeting. If you have not met with me
before the next class period, then I will record a zero for your rough draft score.
Your rough draft will be scored initially by one of your classmates. I will review the
scoring and reserve the right to adjust any score. The scoring guide provided for each
journal entry will be used.
The purpose of this project is to give you an opportunity to apply the key skills
introduced in mini lessons during class. You will be analyzing your observations and
“I wonder” questions with other members in class. Often I will have additional class
activities for you to do with your rough draft science study entries.
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
First Journal Entry: Observation
Worth 12 points
Project Requirements
Criteria
Qualitative Observations
Be detailed and descriptive in your
observations. Use as many senses as
possible and safely.
Quantitative Observations
Include the Beaufort wind scale found on
page 181 in your Exploratopia book for
both tree and cloud observations.
Time, date and location go in upper right
hand corner of each journal entry
If you are using the Internet to find
temperature and other weather
measures, you need to provide a citation.
You should use a real thermometer and
take the temperature outside your house!
Use as many number descriptions as
possible, at least three.
Manipulation
2010 Fall
Score
1 point
1 point
1 point
1 point
1 point
When making observations, you need
to do little investigations to learn
more about the object you are
studying. You will need to research
on the Internet and in books
investigations to do. I have included
some resources at theend in this
document for ideas.
2 points
Write one or more “I wonders …”
Answer one “I wonder ..” that you don’t’
know the answer.
Include the citation of where you found
the answer to your “I wonder.
Highlight or identify your “I wonder …”
question and answer so that it is easily
distinguished from your written
observation.
1 point
1 point
Your journal entry is free from opinion
words.
1 point
I Wonders …
1 point
1 point
No Opinion words
Total
12 points
Evaluator’s Name: _____________________________________________________________________
Name of Q-200 student who is having SS study scored: ________________________________________
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
Second Journal Entry: Inference
Worth points: 14 points
Project Requirements
Criteria
Inference
Write two inferences about your
observations.
Write a short paragraph explaining how
you make scientific inferences and then
how you made your two inferences about
your Science Study.
Measurement
Use metric, use correct SI units
Sketch
You need to also include a sketch or
picture like you completed in your second
journal entry.
Written Observation
You need to also include a written
observation like you completed in your
first journal entry. Remember to include
“I wonders …” and manipulations.
Total
Points
2010 Fall
Score
4 points
4 points
1 points
2 points
3 points
14 points
Evaluator’s Name: _____________________________________________________________________
Name of Q-200 student who is having SS study scored: ________________________________________
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
Third Journal Entry: Sketch/Picture
Worth points: 10 points
Project Requirements
Criteria
Size
You need a picture of your study subject.
The picture needs to be half a page in size.
You may not use pictures from the
Internet! Your pictures must be your
own.
You also need to make a sketch of your
study subject. You need to scan and
upload your sketch in the final electronic
version of your Science Study paper.
Labels
You need to label your picture and your
sketch. You need to have five or more
labels per picture and per sketch.
More than one view
For either your picture or sketch you will
need to have two or more views. The
views need to be labeled. If possible, one
view should be a magnified image.
Accurate
In your sketch you need to include
accurate colors and scale.
Observation
You need to also include a written
observation like you completed in your
first journal entry. Remember to include
“I wonders …” and manipulations.
Total
Points
2010 Fall
Score
1 point
1 point
1 point
1 point
1 point
5 points
10 points
Evaluator’s Name: _____________________________________________________________________
Name of Q-200 student who is having SS study scored: ________________________________________
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
Fourth Journal Entry: Measurement, Metric and Graphs
Worth points: 15 points
Project Requirements
Criteria
Graphs
Select the correct graph for the correct
data
Label graph
Explain why you selected the type of
graph for the type of data you are
representing
Graph can be hand drawn or computer
generated
Correct scale of graph used
Metric
Use correct metric units for scale of object
Includes both number and unit written
correctly in accordance with SI rules
Measurement
Record four or more different measures
of the science study object – for example
length, volume, weight, number count,
time, area ….
Sketch
You need to also include a sketch or
picture like you completed in your second
journal entry.
Written observation
You need to also include a written
observation like you completed in your
first journal entry. Remember to include
“I wonders …” and manipulations.
Total
Point
2010 Fall
Score
1 point
1 point
1 point
1 point
1 point
1 point
1 point
1 point
2 points
5 points
15 points
Evaluator’s Name: _____________________________________________________________________
Name of Q-200 student who is having SS study scored: ________________________________________
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
Fifth Journal Entry: Classification
Worth points: 15
Project Requirements
Criteria
Classification
Identify your science study object (s). If you are
studying a tree, please write the scientific name
(genus species). If you are studying clouds,
please write the more specific name of the
cloud. It needs to be more than just cumulus,
stratus or cirrus.
Find a similar study object and identify it as well.
Please be sure to include a picture of the second
science study object. Compare and contrast the
two objects you are studying.
Please be sure that you can say the scientific
name for your tree or cloud. You will need to
say it to me when I check you off for bringing
your rough draft to class. You can use the
following website to help you. Remember I am
looking for you to try your best!
http://botanicallatin.org/botnamesay.html
http://botanicallatin.org/botnamemean.html
http://www.thefreedictionary.com/
You can also try to Google the scientific name.
There are many dictionaries online that have an
audio file which will say the word correctly.
Inference
Write two inferences from your observations
Measurement
Use metric, use correct SI units
Sketch
You need to also include a sketch or picture like
you completed in your second journal entry.
Written Observations
You need to also include a written observation
like you completed in your first journal entry.
Remember to include “I wonders …” and
manipulations.
Total
Points
2010 Fall
Score
3 points
3 points
2 points
1 point
1 point
2 points
3 points
15 points
Evaluator’s Name: _____________________________________________________________________
Name of Q-200 student who is having SS study scored: ________________________________________
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
Sixth Journal Entry: Prediction
Worth points: 13
Project Requirements
Criteria
Prediction
Make a graph
Apply appropriate statistics
Make a prediction based on your graph –
Write a statement that has been labeled
“Prediction”
Write a short paragraph about the
science process skill of prediction and
how you used it to make your own
prediction.
Inference
Write two inferences from your
observations
Measurement
Use metric, use correct SI units
Sketch
You need to also include a sketch or
picture like you completed in your second
journal entry.
Written Observations
You need to also include a written
observation like you completed in your
first journal entry.
Total
Point
2010 Fall
Score
1 point
1 point
2 points
2 points
1 point
1 point
2 point
3 point
13 points
Evaluator’s Name: _____________________________________________________________________
Name of Q-200 student who is having SS study scored: ________________________________________
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
Seventh Journal Entry: Model
Worth points: 14 points
Project Requirements
Criteria
Model
You need to make a concrete model of
your Science Study object and bring
Points
2010 Fall
Score
6 points
it
to class along with your rough draft of
this observation. Take a picture of your
model. Please write a short paragraph
describing your model’s strengths and
weakness model. Please include areas
for potential misconception development.
You need to include four or more labels
on your model.
Inference
Write two inferences from your
observations
2 points
Use metric, use correct SI units
1 point
You need to also include a sketch or
picture like you completed in your second
journal entry.
2 points
You need to also include a written
observation like you completed in your
first journal entry.
3 points
Measurement
Sketch
Written Observations
Total
14 points
Evaluator’s Name: _____________________________________________________________________
Name of Q-200 student who is having SS study scored: ________________________________________
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
Electronic Polished Science Study Project
You need to take the feedback information you received about your science study entries and correct
mistakes, add additional information and create an engaging visual presentation of your science study.
You will upload your science study project to Blackboard. You need to make sure that technology is
working for you. Your project is late if it marked late by Blackboard. Please plan for the submission of
this project and do not upload a few minutes before it is due.
Please use the following check list to assist you in completing all of the requirements for this project.
Please note that your score will be based on including all of the required criteria and the quality of the
project.
Checklist Electronic Polished Science Study Project
Criteria
Check list – Did you include these criteria in your
project?
Cover page
Introduction (One page)
All seven of the corrected science study journal
entries complete with scanned sketches, digital
pictures and graphs
Additional information included about your
science study object – must indicate new
information you added after receiving feedback
from your classmate
Conclusion*
Bibliography
Quality writing
Visually engaging
Submitted as a pdf file to Blackboard
*Conclusion – additional information
You need to reread your Science Study journal entries. Write what you learned about clouds or
your favorite tree. Write about each basic science process skill that you practiced as you
completed the science study. You need to describe the criteria needed to demonstrate each basic
science process skill. Include some of the historical information about the science process skills.
Include your insights about the science process skills as they relate to your understanding of how
science is done. Has your understanding changed? How has it changed? Reflect on the whole
process of using the basic science process skill to study an object such as a tree or the clouds
both as a student and as a future teacher. You should write four or more pages.
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
Criteria
Discuss the new science information and insights have you learned from your study. Write a paragraph
description for each basic science process skill that you used in your science study project.
Discuss how your science process skills developed over the course of your study.
Discuss how the project impacted your understanding of your science attitudes/dispositions like
curiosity and perseverance.
Discuss how this project could be used in your classroom. This is a project designed for adult students,
but it could be tweaked for elementary students. How do you think it could be adjusted?
Total
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
Ideas for Mini Tree Investigations/Observations
1. Measure the height of your tree. Please read pages 147-151 in your Exploratopia book. You need to
measure your tree height.
2. Take a picture of your tree from the same spot each time you make an observation. When you
project is complete, you can make a timeline showing your tree changing over time. The curriculum lab
has some special software for making timelines.
3. Observe the terminal buds on the end of the branches every other time you make an observation.
4. Locate the leaf scars on your tree.
5. Make a guess as to when your tree will leaf out.
6. Record the wind speed using the Beaufort wind scale on page 181 in your Exploratopia book.
7. Record the day length and temperature and make a graph with both variables. On your graph also
mark when your tree leafed out.
8. What color are the flowers on your tree? Do the flowers come first or do the leaves?
9. Can you force the twig to flower or leaf out inside your house before the tree outside? Pussy willow
and Forsythia work well for this activity.
10. What animals are living in, on, or close to your tree? Make observations of the animals. Look
closely at the bottom of the tree and you might find some insects!
11. What birds come to your tree? How long do they stay? Do they eat any berries on your tree? What
happens if you put out some food for the birds? How long does it take for the birds to discover your
tree? Do you see any squirrels?
12. Measure your tree in many different ways. Measure everything. Be sure to use metric.
13. Make a rubbing of the bark. Scan in your bark rubbing. Does the bark look the same on a different
species of tree? Does the bark look the same or different on a larger or smaller tree of the same species
as your tree? Make bark rubbings of all the trees you observe.
14. Find out the age of your tree. There are some Internet sites that will tell you how to calculate the
age of your tree.
15. How long does it take for a leaf to fully grow? Take a picture every day until it stops growing.
Measure it every time you take a picture. Make a graph of leaf growth.
16. Try listening to the sap flow in your tree with a stethoscope. Find out when it is a good time to
collect sap to make maple syrup and it should be a good time to listen to your tree sap running. There
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
are some areas close to Fort Wayne that collect maple sap and turn it into maple syrup. You might try
to visit one of those sites if you are studying a sugar maple tree.
17. You can observe the snow that falls on your tree. There are many sites on the Internet with snow
information.
18. Compare and contrast your tree with a different tree species you observe.
19. If you own the tree and can cut off a small branch, count the tree rings. How old is the branch?
20. Go to Fox Island, Metea Park or a park near you and talk with the naturalist about the tree species
you are studying. Ask them some of your “I wonder” questions that you have not been able to find the
answer. Make observations of your tree species at the park. Ask the naturalist if you can make
observations of a rotting tree that is the species you are studying. Compare and contrast the living tree
you are studying to the rotting tree.
21. If you have attend the Project Learning Tree workshop, use the book to help you think of small
investigation activities to complete while you are making observations of your tree. The workshop is
offered during spring semester through the curriculum lab. Please check with the curriculum lab for
time and date. The curriculum lab also has a copy of the Project Learning Tree activity book.
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
Resource Description:
Trees
Great website for some
background
information and
activities
Tips for tree
identification in winter
Use a twig to identify
your tree—You will
need your twig with
you at the computer.
Tree identification
Possible investigation
for you to try with your
tree
If you would like to
integrate art with your
science, you might try
this activity to record
your observation.
If you are interested in
tree rings and have a
branch that has been
cut, you might make
some observations
about your tree’s rings.
Mini investigation –
measure height of your
tree and children’s
literature ideas
Link for a children’s
book
Project Learning Tree –
Please attend the free
training and receive the
curriculum guide for
free! Sign up in the
curriculum lab
Many ways to measure
your tree!
More tree ring
information – great
website
Excellent website for
teachers and kids—
2010 Fall
Citation
http://www.treetures.com/Meet1.htm
http://www.nature.org/wherewework/northamerica/states/indiana/
misc/art23595.html
http://www.fw.vt.edu/dendro/dendrology/syllabus/twigkey/location.
htm
http://www.arborday.org/trees/wtit/
http://home.howstuffworks.com/tree-activities-for-kids6.htm
http://www.frugalfamilyfunblog.com/2009/11/stunning-winter-treesilhouette.html
http://web.utk.edu/~grissino/
http://www.hachettebookgroup.com/_assets/books/educatorguides/
TellTree_EduGuide_Final.pdf
http://www.nsta.org/recommends/ViewProduct.aspx?ProductID=186
54
http://www.plt.org/cms/pages/21_21_10.html
http://askeric.org/cgibin/printlessons.cgi/Virtual/Lessons/Mathematics/Measurement/MEA
0011.html
http://www.pbs.org/wgbh/nova/vikings/treering.html
http://www.kidsgardening.com/
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
Resource Description:
Trees
When you get to the
website, type in “trees”
in the search engine
and you will have many
articles and activities to
select from.
Some Tutorial on trees
– fun! You need to do
these tutorials!
Has suggestions for
mini investigations
More tips for
observations
Great information!
Helpful worksheets for
measuring and making
observations of your
tree – could use with
children
Citation
Some more twig
investigations
Look under the heading
“Making Tracks” – Use
your GPS!
More Tree rings!
http://www.paconserve.org/142/tree-mendous-twigs
If snow lands on your
tree – make some
observations!
2010 Fall
http://urbanext.illinois.edu/trees3/01.html
http://urbanext.illinois.edu/trees2/
http://www.domtar.com/arbre/english/jeux_et_experiences.asp#
http://www.eduplace.com/rdg/gen_act/nature/tree.html
http://www.learnoutside.org/familyactivities.html
http://www.woodmagic.vt.edu/kids/
http://www.dnr.state.wi.us/org/caer/ce/eek/teacher/pdf/7visit_school_tree.pdf
http://www.education.com/reference/article/gps-technology-getkids-outdoors/
http://eo.ucar.edu/educators/ClimateDiscovery/LIA_lesson5_9.28.05.
pdf
http://fun.familyeducation.com/childrens-scienceactivities/winter/35037.html
Ideas for Mini cloud investigations
1. Try and take pictures of as many different kinds of clouds
2. Take pictures of clouds on one day, but a multiple times
3. Record the direction the clouds are moving – Does the direction the clouds are moving match with
the direction of the wind at the surface of the Earth? Make a weather vane and place it in your yard.
4. Record cloud cover. See website listed below for more information.
5. Record the type of precipitation that falls from a cloud along with the temperature.
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2010 Fall
6. Is there more than one cloud type visible at the same time?
7. Record the height of the clouds you are observing.
8. Give a detail description of all the colors you see in the clouds you are observing.
9. Make observations of snow crystals. See websites listed below for tips on snow observations.
10. Make your own rain gauge and record the amount of rain.
11. Make your own anemometer and record wind speed. See how your anemometer readings
match with your Beaufort scale wind speeds.
Resource
Description: Clouds
Make a cloud viewer
– It will help you
identify clouds.
Snow observations
Another cloud/sky
color viewer – It will
help you with your
descriptive
observations.
Cloud spotter wheel
– Make one of these
to help you identify
the clouds you are
observing!
Some forms to help
you with your
observations –
Please include them
with each
observation
Try this online
activity to help you
learn about the
weather
Excellent cloud
identification chart –
You need to
download it!
Great cloud
information website
with a quiz to help
you learn the
different types of
Citation
http://eo.ucar.edu/educators/ClimateDiscovery/LIA_lesson5_9.28.05.pdf
http://fun.familyeducation.com/childrens-science-activities/winter/35037.html
http://www.weatherworks.com/monthly/activities/sky_window.html
http://www.srh.noaa.gov/srh/jetstream/synoptic/images/cloudwheel_2.pdf
http://www.srh.noaa.gov/srh/jetstream/synoptic/images/cloudobservingform.p
df
http://teacher.scholastic.com/activities/wwatch/pdfs/observation.pdf
http://teacher.scholastic.com/activities/wwatch/pdfs/Gather.pdf
http://teacher.scholastic.com/activities/wwatch/investigate/weather_maker.ht
m
http://asd-www.larc.nasa.gov/SCOOL/PDF/Cloud_ID.pdf
http://archive.globe.gov/sda-bin/m2h?gl/clouds.men
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Resource
Description: Clouds
clouds.
National Weather
Service
Good cloud
information
Want to measure
precipitation?
Info on Snow
Check out this site –
It has weather
information and
weather songs!
Good cloud
identification
Lots of weather info
and even includes
jokes!
Weather vocabulary
NEPHELOCOCCYGI
A
Online weather
game -- fun
Lots of weather
information!! Past
weather records
Measure cloud cover
Capture snow
crystals and lots of
other very good mini
experiments to do
with directions!!!
2010 Fall
Citation
http://www.nws.noaa.gov/
http://vortex.plymouth.edu/clouds.html/
http://www.globe.gov/tctg/precip.pdf?sectionId=12
http://nsidc.org/snow/index.html
http://www.wxdude.com/index.html
http://www.met.utah.edu/mace/homepages/liscohen/cloudlesson.html
http://www.weatherwizkids.com/
http://teacher.scholastic.com/activities/wwatch/pdfs/investigate.pdf
http://www.theweatherchannelkids.com/weather-ed/glossary/
http://www.weatherworks.com/monthly/activities/nephelococcygia.html
http://www.edheads.org/activities/weather/
http://www.ncdc.noaa.gov/oa/ncdc.html
http://www.sciencefairadventure.com/ProjectDetail.aspx?ProjectID=132
http://www.sciencenetlinks.com/pdfs/measuring_teachsheet.pdf
http://www.fieldmuseum.org/UndergroundAdventure/kidzone/cloud_cover.sht
ml
http://www.wsanford.com/~wsanford/exo/snowflakes.html (excellent)
http://www.periodictable.com/PopularScience/2006/03/1/index.html
http://www.dnr.state.wi.us/org/caer/ce/eek/teacher/snowflake.htm
http://www.its.caltech.edu/~atomic/snowcrystals/preserve/preserve.htm
http://britton.disted.camosun.bc.ca/snow/science.html (excellent)
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
Science Fair Class Book
Our class will be writing a book together using Mixbook.com website. You will be trying out different
controlled science experiments in class and describing how to do those experiments for elementary
aged children. There will be three sections to the book. You will need to contribute to each section.
Mixbook.com is a free website. You will need to register and complete the tutorial.
Section 1: Science Experiments
You can choose to do this alone or with a partner. If you choose to do this with a partner then
you will need to submit two science experiments.
In class you will need to conduct a controlled experiment. You will write up how to do the
experiment. Your audience is fourth and fifth grade students. Students in grades k-3 are
usually not developmentally ready for controlled experiments. Please use your Exploratopia
book as an example of a well written science experiment book. You will need to take pictures
of you completing the experiment to include with your written explanation of the experiment.
Section 2: Tips and Resources
You will be assigned to write a short essay on one of the following topics.
Science Process Skills
How to Make a Science board
Books and helpful Internet sites
Section 3: Bibliography
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2010 Fall
Science Resource Guide Format
You will be creating a science resource guide. The goal of this assignment is to assist you in gathering
resources that will help you in your student teaching and in your first years of teaching. Please take this
opportunity to create a valuable resource for you. As a new teacher your time will be consumed by
refining the day to day skills you need to be an effective teacher. By having a solid list of resources you
can turn to quickly will help those first few years be less stressful. Please study the scoring guide for the
Science Resource paper for the specific requirements for this paper.
When you are creating your Science Resource Guide, please use the following format. Please place the
category and title in bold and left justify it. If there is a web address or citation, place that information
under the title. Then under the citation or web address, please write your summary or annotation.
Example:
Nonfiction Science Book: Moon Landing
Rating: 5/5
Citation: Moon Landing. Richard Platt. Illustrated by David Hancock. Candlewick Press. ISBN: 978-076364-046-0
Annotation: This is a pop-up book commemorating the 40 anniversary of the Apollo 11 space mission.
It also includes information about the space race leading up to the Apollo 11 mission. This book would
be great for all elementary age levels, but it may be best kept on the teacher’s bookshelf because popup books are not designed for heavy use by young children. I rate this book a 5 out of 5 because the
information is accurate, the photographs are beautiful and the pop-up interactions very engaging.
Or
Internet Resource for Science: Volcanoes
Rating: 4/5
Citation: http://www.fema.gov/kids/volcano.htm retrieved 5-16-10
Summary: This is a government website designed for elementary aged students. It has several short
essays about volcanoes. I think one of the best features of this website is the information about the
various disaster scales. There is a simple game based on the game of rock/scissors/paper. I would rate
this site a 4 out of 5 because it has limited information and the game doesn’t teach any science
concepts. The strength is the information about the disaster scales.
Science Resource Rubric
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2010 Fall
Criteria
Find one article from Science & Children that relates to your Science Study topic. You can
find Science & Children journal articles in the e-journal finder on the Helmke Library web
page. You need to write a paragraph summary of the article and include the citation.
4 pts
List five Internet science resources that you have found valuable. You need to write a
summary paragraph about each website. Please also include theses resources on your
portaportal.
Two or more annotated fiction books that can be used with science concepts in your future
classroom. You must write your own annotations, please do not copy and paste an
annotation from the Internet. You need to actually read the book before you can write the
annotation. Please also include these books in your librarything.com database.
Two or more annotated nonfiction books that can be used with science concepts in your
future classroom. You must write your own annotations, please do not copy and paste an
annotation from the Internet. You need to actually read the book before you can write the
annotation. Please also include these books in your librarything.com database.
Two or more annotated activity or teacher books that can be used with science concepts in
your future classroom. You must write your own annotations, please do not copy and paste
an annotation from the Internet. You need to actually read the book before you can write
the annotation. Please also include these books in your librarything.com database.
One or more annotated books that discusses the contributions of other non-western
cultures like China or Mayan that have contributed to our understanding of science. Please
go to the following website for a definition of non-western culture and scroll down to
current definition. http://www.wordiq.com/definition/Western_world
One or more annotated biographies of scientist(s) that have made contributions to science
that can be used with science concepts in your future classroom. You must write your own
annotations, please do not copy and paste an annotation from the Internet. You need to
actually read the books before you can write the annotation. Please also include this/these
books in your librarything.com database. Please go to the following website for a list of
scientists. http://www.sciencekids.co.nz/sciencefacts/scientists.html
A science lesson plan found on the Internet. Please cut and paste the lesson plan into your
document. Please include the citation for the lesson plan.
You need to find one “Ask A Scientist” web site and write a summary paragraph about the
web site. Also include the link on your portaportal.
You need to find an on-line game or activity that relates to your science. Please write a
paragraph summary and also include the link on your portaportal.
You need to find a children’s author that writes science books for children that has a
website. Please write a paragraph summary about the website and also include the link on
your portaportal.
When writing the resource guide to your observation, please use the Resource Guide
format.
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2010 Fall
Librarything.com – Part of the Science Resource Guide paper
On the web there is a free website (http://www.librarything.com/) that allows you to catalog your
library and write book reviews. It is also a social networking site where you can connect with other
people who have the same or similar books as yourself. You will need to join this network and submit
your books and summaries on this website. You will need to write reviews and rate the books you
selected to share with the class on librarything. com. The seven books you need to have on
lilbrarything.com are the ones you for which you will write a summary and include in your Resource
Guide. Find books that you might use in your classroom from each of the categories listed in the
resource guide and write a summary of each book. You will need to bring the (7) books to class for the
If you do not include your user name, I will
not be able to score your assignment and you will receive a zero.
share-a-thon. You need to list your user name.
Portaportal.com – Part of the Science Resource Guide paper
A great resource on the web is a website called Portaportal. This website allows you to bookmark
websites, but to access the bookmarks on the web and not from a computer. You can go to my
portaportal and look around. My guest access password is “sparnin”.
You will need to set up categories and place links under your categories to include the required websites
If you do
not include your guest access password and set the preferences so that I can
access your portaportal, you will receive a zero for the assignment.
listed in your resource guide. Please include in your paper your guest access password.
In your paper along with the web address you will need to include a written review and rating for the
web site. Please include:
Written review and numerical rating for each web site you selected






Short summary
Features
Ease of navigation
Readability
How it connects to a science process skill
How you might use it in your future classroom
27 | P a g e
Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
Ideas for Finding Science Books for your assignment/classroom library
(part of the Science Resource Guide paper)
Classroom library catalog
Classroom libraries are an important part of any classroom k-12. It is important for you to begin to
develop the foundations of your classroom library before you begin teaching. It is estimated that most
teachers have around 500 titles in their library. You will not start out with that many titles, but it does
give you an idea of the depth of a typical classroom library.
Your classroom library depending on the grade you teach may include other topics, but for this course
you will need to focus on books that will support a science curriculum.
Where to Find Books for this Project
No Expense Books:
You can use the IPFW curriculum lab located in Neff 237. The curriculum lab loans books and materials
for students to use. There is a limited children’s book collection at Helmke Library.
Local libraries have a wonderful selection of books in each of the listed categories. The Allen County
Public Library collection can be searched from your home computer.
Ask your parents if they saved any of the books you had as a child or let it be known on your social
networks both electronic and face-to-face that you are looking to develop your classroom library and
you will be glad to take donation of books.
Purchased Books:








Garage sales
Children’s consignment stores
Second hand stores like Good Will and Salvation Army
Second hand books stores like Hyde Brothers on Wells street in Fort Wayne
http://www.hydebros.com/
Used books on line
Bookstores -- The IPFW book store currently has several books featured in the Picture Perfect
and More Picture Perfect books we are using in class.
E-Bay – Retired teachers often sell their books on E-Bay
Scholastic Half-Price Book Fair in the IPFW curriculum lab fall and spring semesters – Stop by
the lab for dates
Helpful Resources for locating good title for your Classroom Library
Children’s librarians in local libraries
Recommended lists from NSTA and CBC
http://www.nsta.org/publications/ostb/ostb2009.aspx
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2010 Fall
Peer Teach
You will be doing 4 peer teaching experiences in class during the semester. For each peer teach you will
need to complete the following requirements. You will be assigned a peer teaching group in class. Each
member of the group will be asked to teach part of the 5 E model from either the Picture Perfect or
More Picture Perfect book to the other members of the group. The total points for each peer teach is
10 points.
Scoring Guide Peer Teach 1 If You Find A Rock: More Picture Perfect Science page 169
Criteria
Lesson plan: Rocks
Being Prepared to Teach:
Brought required materials including books, photocopies, etc …
All materials need to be prepared before coming to class.
Reflection
Points
2 points
3 points
5 points
Scoring Guide Peer Teach 2 How Bog Is A Foot?: More Picture Perfect page 45
Criteria
Lesson plan: King’s Foot
Being Prepared to Teach:
Brought required materials including books, photocopies, etc …
All materials need to be prepared before coming to class.
Reflection
Points
2 points
3 points
5 points
Scoring Guide Peer Teach 3 Sheep in a Jeep: Picture Perfect Science 181
Criteria
Lesson plan: Sheep in a Jeep
Being Prepared to Teach:
Brought required materials including books, photocopies, etc …
All materials need to be prepared before coming to class.
Reflection
Points
2 points
3 points
5 points
Scoring Guide Peer Teach 4 Turtle Hurtle: Picture Perfect Science page 153
Criteria
Lesson plan: Turtle Hurtle
Being Prepared to Teach:
Brought required materials including books, photocopies, etc …
All materials need to be prepared before coming to class.
Reflection
Points
2 points
3 points
5 points
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Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
Description of the Three Parts to a Peer Teach
1. Lesson Plan:
You will submit on blackboard your lesson plan. Your lesson plan must follow the description in either
Picture Perfect Science or More Picture Perfect Science. You are welcomed to add to or tweak your
part, but you need to follow the basic description because the person who follows your section will need
you to present certain activities or concepts to make their section go smoothly.
Please read the
whole lesson so that you understand how all of the sections fit
together. Please make sure you check for worksheets at the end of the lesson description. The
following chart is one possible way to organize a lesson plan. You can also use a 3X 5 card and write
down key points you want to say.
5 E model
section
Time
Activity
Possible
Questions to
ask
Materials
needed
Primary
Science
Process Skill
Used
Primary
Science
concept
being
presented
30 | P a g e
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2010 Fall
2. Being Prepared to Teach:
You will need to be prepared to teach your section of the lesson. Being prepared means that you will
come with your lesson plan, all of the materials you will need to teach your section of the lesson
including photocopies and a familiarity with your lesson so that you are not reading it. I have found it
helpful when I teach a new lesson to use note cards.
You will be responsible for finding and bringing the children’s literature book to class if it is part of your
lesson. The IPFW book store has these books. If the books are sold out, then let the book store
manager know and he can order more books. You can also use your local library. If you plan on using
your library, please check early. Sometimes the book is checked out or the library doesn’t have the
book.
Check list for Lesson Preparedness
Criteria
1.
2.
3.
4.
5.
6.
7.
8.
9.
Present: Y or N
or N/A
Extra effort in preparing visual aids
Brought all necessary materials
Materials work – (the materials have been tested before teaching the lesson)
Brought enough materials for each student
Brought children’s book to read
Brought lesson plan
Brought photocopies – enough for each student
Lesson plan fit with the other sections of the lesson
Lesson flowed and made sense
3. Reflection
The reflection should be no shorter than 4 paragraphs in length. You need to reflect on how you felt, if
your understanding the of the science process skill changed as a result of teaching and if/how your
perception of yourself as an educator changed because of teaching the lesson. Please note there is a
scoring guide for the reflection and your reflection will be scored using the scoring guide.
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2010 Fall
Scoring Guide for Peer Teach Reflection
Criteria
Discuss/Analyze what it
means to teach science
process skill(s)
WOW
Use examples to support
your statements – In
depth writing
Discuss how you felt
teaching
Use examples to support
your statements – In
depth writing
Use examples to support
your statements – In
depth writing
Discuss if/how your
perception of yourself as
an educator changed
because of teaching the
lesson
Discuss what insights you
gained about teaching
science.
Quality writing
Use examples to support
your statements – In
depth writing
OK
Gave general statements
without examples – basic
description without
processing what
happened when teaching
the science process skills
Gave general statements
without examples
Lacking or missing
Missing
Gave general statements
without examples
Missing
Gave general statements
without examples
Missing
Missing
32 | P a g e
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2010 Fall
Community Science
You have several choices to fulfill the requirements for this assignment. Please read carefully all of your
options. If you have questions, please ask.
1.
2.
3.
4.
Science Central
Big Hands to Little Hands: Hands-on Science at Arcola Elementary School
Burmese Literacy program on Saturday mornings
See me if these options won’t work with your schedule
Please carefully read all of the requirements. You will need to let me know by the second week of class
the choices you are selecting. You should expect to commit about 10 to 15 hours towards this project
over the semester. Students selecting the Science Central option will have a different number of hours.
The goal of this assignment is to give you the opportunity to practice teaching science process skills to
students.
Option One: Science Central
You could write a reflective analysis and include this project as an artifact for INTASC standard 1. If
you include a reflective analysis when you turn in your assignment, I will be glad to give you feedback
on your reflective analysis. If you have not had F 300/F200, please do not turn in a reflective analysis
for this assignment. This is optional and only for feedback, you will not receive a grade for the
reflective analysis.
There are only five openings to volunteer at Science Central for this class. Students who are completing
a teaching degree in middle or high school science will be given priority for this experience. You will be
volunteering with Science Central’s educational programming. You may be helping with scouts, visiting
schools and doing labs like a shark dissection, assisting in the Swap Shop and/or doing demonstrations
at Science Central.
The students who participated in the Science Central experience in previous semesters raved about their
experiences. They said their experiences at Science Central were the highlight of the semester. You will
meet a variety of people who are committed to sharing science with children and have the opportunity
to connect with faculty in schools across Northeastern Indiana.
You need to complete 25 volunteer hours at Science Central.
You will receive a certificate from Science Central in appreciation of your volunteer hours that you will
be able to place in your portfolio. You will also be able to put this experience on your resume.
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2010 Fall
You need to provide your own transportation. You will work out specific details of your schedule with
the volunteer coordinator. There are opportunities to volunteer during the week, in the evenings and
on weekends.
You need to complete and pass a Limited History Criminal background check for the State of Indiana
through the School of Education before starting your volunteer experience. You must turn in the history
check to Laura Reynolds in the advising and licensing office. You will receive a School of Education ID tag
to wear during your volunteer experience. You must turn the tag back in at the conclusion of your time
at Science Central. Please see blackboard for information about a background check.
You need to wear professional clothing and conduct yourself in a professional manner. You will be
removed from your experience if you are not in compliance. Please read the field experience manual
and sign/turn in the page indicating that you have read and understood the field experience manual.
At the end of your experience, an evaluation form will be completed by a Science Central staff person.
You will also be responsible for a written assignment documenting your experience at Science Central.
Science Central Written Assignment
Your paper needs to include the following headings. Please use quality writing skills when writing this
paper.
Introduction
Please give a general description of the types of volunteer experiences you had along with a description
of Science Central. The introduction should be about a half page.
Informal Science Education
You need to use references both written and interviews about what informal science education is,
discuss the relationship between science content and science process skills in the informal science
setting and the role informal science education plays in formal education. You need to interview a staff
person at Science Central. Some good people to talk to are Jenny Young, Shane Pickett, Sandy Miles,
Chris Harris and Science Central’s director. This section should be one or more pages in length.
Science Central Resources for Educators
Please list and describe the various resources available for educators at Science Central from workshops
to the NASA resource center. This section should be one page in length.
Your Experiences and Conclusion
Write about your experiences. Discuss the science process skills that were being used or not used.
What went well and not so well? What did you learn about teaching science that you will use when you
have your own classroom. Please include any additional reflections and observations about your
34 | P a g e
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2010 Fall
experiences. Please take pictures of you volunteering and include them with your paper. You might
consider writing this part of the paper in chronological order like a journal. This section should include
about 6 to 8 pages.
Your paper should be double spaced and 12 point font. You need to include citations and a reference
page. Please use APA format.
35 | P a g e
Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
Option Two: Big Hands to Little Hands: Hands-On Science at
Arcola Elementary School
Arcola is about 20 minutes from campus heading toward Columbia City on HWY 30. It is a school in
Northwest Allen County School District. It is small and has a mostly rural population. It is a title 1
school. For each grade level there are about 28 to 36 students and two teachers. The kindergarten is
the only all day program in the district. There are three classrooms with 20 students in each. Students
from across the district who have selected the all day program are bused to Arcola. It is a great school
with a wonderful school culture.
Fourth Grade
You have the opportunity to develop and teach mini science lessons to fourth grade students. The
students will already have been completing a unit on electricity. The culminating project for their unit
on electricity is making miniature houses and wiring them for electricity. Your mini lessons will focus on
electricity vocabulary. The mini lessons will be around 5 to 10 minutes. The rest of the time you will
provide assistance and feedback to the students in your group about their houses.
You will meet with me ahead of this experience and I will teach you all of the background information
about electricity that you will need to know. I will also assist you in developing your mini lessons.
You will receive a certificate for your graduation portfolio and an electronic copy of your students’ work.
You can use this assignment as an artifact for your graduation portfolio. You are welcomed to write a
reflective analysis to go with this artifact. I will be glad to give you feedback, but I will not take a grade
on it.
Big Hands to Little Hands: Fourth Grade Written Assignment
Introduction
Please share general information about who, what, where and when you completed this experience.
The introduction should be about a half page in length.
Section 1
You will need a section one for each lesson you teach. Section one should be your own lesson plan. title;
science process skills used, materials needed; reference sources; science standard (just one); target
grade level; description.
Section 2
You will need a section two for each lesson you teach. The second section needs to document the
activities you do by taking pictures and writing a detailed description of what happened. This
36 | P a g e
Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
description needs to be more than a brief paragraph. I need to know what happened even if I am in the
room.
Section 3
You will need a third section for each lesson you teach. Section 3 is a one page reflection on the
experience of preparing and teaching the lesson. Please share what went well and how you would
improve the education experience if you were to teach this lesson again.
Conclusion
You need to write a conclusion. You only need one conclusion for the whole paper. The conclusion
should include a discussion about the following:




Discuss the science process skills and science content you taught and how they relate to each
other. You need to use references from your readings or additional research to support your
statements.
Reflect on your experience of being in a classroom with students doing science.
Please share any additional observations and insights about your experiences teaching science
process skills.
Please share any additional observations and insights about your experiences teaching science
process skills.
Your paper needs to be doubled spaced and written in 12 point font. Please use APA format. You will
need citations in the text and a reference page.
Big Hands to Little Hands: Hands-On Science at Arcola Elementary School – First Grade
If you are interested in working with the first grade, you will have the opportunity to develop mini
science lessons to teach in learning centers using hands-on materials and children’s books. You will be
giving a basic lesson outline. You can tweak the lesson.
You will need to be able to meet with me outside of class to assist you in your planning. You can mix
and match the grade levels and days that you plan on participating. You need to select ten sessions to
complete the requirements for this project.
You will receive a certificate recognizing your volunteer hours with this program. You also have the
opportunity to create a great artifact and reflective analysis for your graduation portfolio.
Big Hands to Little Hands: First Grade Written Assignment
Introduction
Please share general information about who, what, where and when you completed this experience.
The introduction should be about a half page in length.
37 | P a g e
Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
Section 1
You will need a section one for each lesson you teach. Section one should be your own lesson plan.
Each of your lessons needs the following subheadings: title; science process skills used, materials
needed; reference sources; science standard (just one); target grade level; description and citation of
the children’s book you used with the lesson.
Section 2
You will need a section two for each lesson you teach. The second section needs to document the
activities you do by taking pictures and writing a detailed description of what happened. This
description needs to be more than a brief paragraph. I need to know what happened even if I am in the
room.
Section 3
You will need a third section for each lesson you teach. Section 3 is a one page reflection on the
experience of preparing and teaching the lesson. Please share what went well and how you would
improve the education experience if you were to teach this lesson again.
Conclusion
You need to write a conclusion. You only need one conclusion for the whole paper. The conclusion
should include a discussion about the following:




Discuss the science process skills and science content you taught and how they relate to each
other. You need to use references from your readings or additional research to support your
statements.
Reflect on your experience of being in a classroom with students doing science.
Please share any additional observations and insights about your experiences teaching science
process skills.
Reflect on what you have learned in the class over the whole semester.
Your paper needs to be doubled spaced and written in 12 point font. Please use APA format. You will
need citations in the text and a reference page.
Option 3: Burmese Literacy Program at IPFW on Saturday
mornings
You will need to volunteer for four Saturday mornings and teach four integrated science and literacy
lessons from your Picture Perfect book. You will need to supply the materials. If I have some materials,
I will be glad to let you borrow them. Most of the children’s books featured in the Picture Perfect books
38 | P a g e
Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
are in the curriculum lab. You will teach the Rock and King’s Foot lessons and then the other two are
your choice. You will need to let me know which ones you are selecting. You may have to modify your
lesson to match the language ability of the student you are teaching. Usually you will have only one
student, but you may have as many as three students.
Introduction
Please share general information about who, what, where and when you completed this experience.
The introduction should be about a half page in length.
Section 1
You will need a section 1 for each lesson you teach. Section one should be your own lesson plan. Each
of your lessons needs the following subheadings: title; science process skills used, materials needed;
reference sources; science standard (just one); target grade level; description and citation of the
children’s book you used with the lesson.
Section 2
You will need a section 2 for each lesson you teach. The second section needs to document the activities
you do by taking pictures and writing a detailed description of what happened. This description needs
to be more than a brief paragraph. I need to know what happened even if I am in the room.
Section 3
You will need a section 3 for each lesson you teach. Section 3 is a one page reflection on the experience
of preparing and teaching the lesson. Please share what went well and how you would improve the
education experience if you were to teach this lesson again.
Conclusion
You need to write a conclusion. You only need one conclusion for the whole paper. The conclusion
should include a discussion about the following:



Discuss the science process skills and science content you taught and how they relate to each other.
You need to use references from your readings or additional research to support your statements.
Reflect on your experience of with students doing science whose first language is not English..
Please share any additional observations and insights about your experiences teaching the science
process skills.
Your paper needs to be doubled spaced and written in 12 point font. Please use APA format. You will
need citations in the text and a reference page.
39 | P a g e
Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
August 2010
SMSUNDAUN
DAY
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
Week 1
23
24
Class Starts
4:30 – 7:15 01
7:30 – 10:15 02
Syllabus
Mystery
Powders
25
26
27
28
Class Starts
9:00-11:50 W03
Syllabus
Mystery
Powders
29
Week 2
30
31
Observation/
Inference
S
4
11
18
25
M
5
12
19
26
T
6
13
20
27
MONDAY
TUESDAY
July
W
T
F
S
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
Notes:
WEDNESDAY
THURSDAY
FRIDAY
S
5
12
19
26
M
6
13
20
27
T
SATURDAY
September
W
T
7
14
21
28
1
8
15
22
29
2
9
16
23
30
F
S
3
10
17
24
4
11
18
25
40 | P a g e
Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
September 2010
SUNDAY
MONDAY
TUESDAY
Week 2
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
1
2
3
4
No Class
Labor Day
weekend
5
Week 3
All sections will
meet at the
beginning of
class in the
curriculum lab
second floor
Neff
6
No School
7
Observation/
Inference
Curriculum Lab
Bring rough
draft of SS
journal entry #1
to class
8
9
10
11
Observation/
Inference
Curriculum Lab
Bring rough
draft of SS
journal entry #1
to class
12
Week 4
13
14
Observation
Inference
Peer Teach
Everyone Needs
A Rock
Rough draft for
SS #2
15
16
17
18
Observation
Inference
Peer Teach
Everyone Needs
A Rock
Rough draft for
SS #2
19
Week 5
20
21
Measurement
Rough draft for
SS #3
22
23
24
Rock Peer teach
reflection due
on BB at 11:59
pm
25
Measurement
Rough draft for
SS #3
26
Week 6
27
28
Measurement
Bring rough
draft of SS
journal entry #4
to class
29
30
S
M
T
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
August
W
T
F
S
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
Notes:
S
3
10
17
24
31
M
4
11
18
25
T
5
12
19
26
October
W
T
6
13
20
27
7
14
21
28
F
S
1
8
15
22
29
2
9
16
23
30
41 | P a g e
Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
October 2010
SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Week 6
SATURDAY
1
2
Measurement
Bring rough
draft of SS
journal entry #4
to class
3
Week 7
4
5
Classification
Peer Teach
Kings Foot
6
7
8
Journal entry #2
due on BB at
11:59 pm
9
No class Fall
Break
10
Week 8
11
12
Classification
Rough Draft
Bring rough
draft of SS #5
13
14
15
Science
Resource Guide
due on BB at
11:59 pm
16
Classification
Peer Teach
Kings’ Foot
Bring rough
draft of SS #5
17
Week 9
18
19
Prediction
20
21
22
Kings Foot Peer
Teach
Reflection due
on BB at 11:59
pm
23
Prediction
24
Week 10
25
26
Prediction
Peer Teach
Sheep in a Jeep
Bring rough
draft of SS #6
27
28
29
30
Prediction
Peer Teach
Sheep in a Jeep
Bring rough
draft of SS #6
31
Week 11
S
5
12
19
26
M
6
13
20
27
T
September
W
T
7
14
21
28
1
8
15
22
29
2
9
16
23
30
F
S
3
10
17
24
4
11
18
25
Notes:
November
W
T
S
M
T
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
4
11
18
25
F
S
5
12
19
26
6
13
20
27
42 | P a g e
Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
November 2010
SUNDAY
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
Week 11
1
2
Model
3
4
5
Sheep in a Jeep
Reflection due
on BB at 11:59
pm
6
Model
7
Week 12
8
9
Model
Bring SS rough
draft #7
10
11
12
13
Model
Bring SS rough
draft #7
14
Week 13
15
16
Integrated
Science Process
Skills
Peer Teach
Turtle Hurtle
17
18
19
Electronic
Polished SS due
on BB at 11:59
as a pdf file
20
Integrated
Science Process
Skills
Peer teach
Turtle Hurtle
21
Week 14
22
23
Integrated
Science Process
Skills –
Thanksgiving
break doesn’t
start until 11-2410
24
25
26
27
No Class
Thanksgiving
Break
28
Week 15
29
30
Integrated
Science Process
Skills
S
3
10
17
24
31
M
4
11
18
25
T
5
12
19
26
October
W
T
6
13
20
27
7
14
21
28
F
S
1
8
15
22
29
2
9
16
23
30
Notes:
S
5
12
19
26
M
6
13
20
27
T
December
W
T
7
14
21
28
1
8
15
22
29
2
9
16
23
30
F
S
3
10
17
24
31
4
11
18
25
43 | P a g e
Basic Science Skills EDUC - Q 200 Tentative Syllabus
2010 Fall
December 2010
SSSUNDDAY
NDAY
Week 15
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
1
2
3
Community
Science paper
due on BB at
11:59 pm
Turtle Hurtle
reflection due
on BB at 11:59
pm
4
Integrated
Science Process
Skills
5
Week 16
6
7
Integrated
Science Process
Skills
S. Notebook
due at the
beginning of
class
8
9
10
11
Integrated
Science Process
Skills
S. Notebook
due at the
beginning of
class
12
Finals Week
13
14
Science Fair
book due at 5:00
pm on
Mixbook.com
15
16
Science Fair
book due at 8:30
pm on
Mixbook.com
17
18
Science Fair
book due at 9:00
am on
Mixbook.com
19
20
21
22
23
24
25
26
27
28
29
30
31
November
W
T
S
M
T
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
4
11
18
25
F
S
5
12
19
26
6
13
20
27
Notes:
S
2
9
16
23
30
M
3
10
17
24
31
T
4
11
18
25
January
W
T
5
12
19
26
6
13
20
27
F
S
7
14
21
28
1
8
15
22
29
44 | P a g e