TE 910C
TEACHING SCIENCE
Fall 2013
Instructor: Mario Martinez, EdD
E-mail: mariom@cusdk12.org
Phone: (760)234-7365
Office Hours: Tuesdays 6:00 p.m. –7:00 p.m. in SDSU-IVC Library
Schedule: Calexico Campus Tuesday (7:25p.m.–10:05p.m.) Rm N-108
Course Description:
This course will include an exploration of research-based teaching practices as well as
investigating relevant approaches for teaching science in an elementary classroom. We will be
following the “Guiding Principles” listed in the Science Framework for California Public Schools to support
teacher candidates in creating an effective science education program that addresses “the complexity
of the science content and the methods by which science content is best taught.” (p.9)
In this course, teacher candidates will develop interdisciplinary lesson plans that will help
students to acquire scientific skills as well as linguistic competency within the field. As stated in the
Teacher Performance Expectations from the California Commission on Teacher Credentialing
((2001):
Teaching Science in a Multiple Subject Assignment
Candidates for a Multiple Subject Teaching Credential demonstrate the
ability to teach the state-adopted academic content standards for students in
science (K-8). They balance the focus of instruction between science
information, concepts, and investigations.
Their explanations,
demonstrations, and class activities serve to illustrate science concepts and
principles, scientific investigation, and experimentation.
Candidates
emphasize the importance of accuracy, precision, and estimation.
Required Readings:
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Hazen, R.M. & Trefil J. (2009). Science Matters: Achieving Scientific Literacy. New York,
NY: Anchor.
California State Standards: http://www.cde.ca.gov/BE/ST/SS/documents/sciencestnd.pdf
Science Framework for California Public Schools:
http://www.cde.ca.gov/ci/cr/cf/documents/scienceframework.pdf
Grade Level Curriculum: A Look at Kindergarten Through Grade 6 in California Public
Schools and the Common Core State Standards:
http://www.cde.ca.gov/ci/cr/cf/grlevelcurriculum.asp
Science Safety Handbook for California Public Schools:
http://www.cde.ca.gov/pd/ca/sc/documents/scisafebk.pdf
Student Learning Outcomes:
a- Acquire techniques for promoting meaningful science learning in a problem-solving, active approach
and their application in teaching with respect to correlating state and national standards. (TPE 1,
Specific Pedagogical Skills for Subject Matter Instruction).
b- Locate, discuss, analyze and evaluate a variety of science teaching resources for use in teaching and
developing lessons, including children’s literature. (TPE 9, Instructional Planning and TPE 10,
Instructional Time).
c- Identify and develop a variety of techniques for assessment that are consistent with instructional
strategies and objectives/standards (TPE 2, Monitoring Student Learning During Instruction and
TPE 3, Interpretation of Use of Assessments).
d- Deconstruct textbooks and texts that explore the idea of science. (TPE 4, Making Content Accessible,
TPE 5, Student Engagement, and TPE 6, Developmentally Appropriate Teaching Practices).
e- Define the idea of teachers as scientists. (TPE 1, Specific Pedagogical Skills for Subject Matter
Instruction).
f- Present inquiry-based science projects-(TPE 1, Specific Pedagogical skills for Subject Matter
Instruction).
g- Identify a variety of instruction strategies (activities) for teaching science that are
appropriate for students from diverse backgrounds and with varying needs, interests and
learning styles. (TPE 4, Making Content Accessible, TPE 5, Student Engagements, TPE 6,
Developmentally Appropriate Teaching Practices and TPE 7, Teaching English Language
Learners).
h- Plan thematic units of instruction which incorporate culturally relevant resources and
activities that promote student engagement in scientific investigation that is appropriate for
all students, including those with disabilities, varying exceptionalities, and diverse cultural
and linguistic backgrounds.(TPE 9, Instructional Planning, TPE 5, Student Engagement).
i- Perform 10 hours of classroom observation and teacher interviews
Schedule:
Week 1 – August 27
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What is scientific literacy?
Syllabus review
Double-Entry Journals
Introduction to the Science Framework for California Public Schools-Guiding Principles
Homework Readings and Assignments
 Hazen-Trefil. Intro & Chapter 1 with double-entry journal
 Science Framework Chapter 2 & Kindergarten Standards pgs. 26-30
 Teaching Science Essay due September 3
Week 2- September 3
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Reading Discussion. Hazen-TrefilI and Science Framework Kindergarten
Science As Inquiry
Unpacking Standards - Kindergarten
Homework Reading/Assignments
 Hazen-Trifil. Chapters 2 with double-entry journal
 Science Standards/Framework – Grade 1-2
Week 3- September 10
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THEME: Kindergarten
THEME: Grade 1-2
Reading Discussion. Hazen-Trefil and Science Framework Grades 1-2
Unpacking Standards Grade 1-2
The Learning Cycle
Homework Readings/Assignments
 Individual Research Project due September 24
 Hazen-Trefil. Chapters 3 with double-entry journal
Week 4- September 17
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THEME: Understanding Science
Individual Research Project
Week 5- September 24
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Reading Discussion. Hazen-Trefil Chapter 3
Individual Research Project Reports
Unpacking Standards 3rd Grade Standards
Project-based Science Units and mini-lessons presentations
Homework Readings/Assignments
 Hazen-Trefil. Chapter 4 with double entry journal
 Science Standards/Framework – Grade 4
Week 6- October 1
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THEME: Grade 5
Reading Discussion. Hazen-Trefil and Science Frameworks- Grade 5
Mini-lesson Presentations
Unpacking Standards – Grade 5
CST Blueprints for Grade 5 Science
Homework Reading/Assignment
 Hazen-Trefil: Assigned Chapters with double-entry journal
 Science Standards/Framework – Grade 6-8
Week 8- October 15
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THEME: Grade 4
Reading Discussion. Hazen-Trefil and Science Frameworks Grade 4
Mini-lesson Presentations
Unpacking Standards 4th Grade.
CST Blueprints for Grade 4 Science
Project-based Science Units
Homework Readings/Assignments
 Hazen-Trefil: Chapter 5 with double-entry journal
 Thematic Science Unit, Grade 1-3 due October 8
Week 7- October 8
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THEME: Grade 3
THEME: Teaching Science Meaningfully
Reading Discussion. Hazen-Trefil assigned chapters and Science Framework Grade 6-8
Mini-lesson Presentations
Science Safety
Picture Perfect Science
Homework Readings/Assignments
 Hazen-Trefil: Assigned Chapters with double-entry journal
 Individual Project
Week 9- October 22 THEME: Science and Literature
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Individual Research Project
Week 10- October 29
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Reading Discussion. Hazen-Trefil assigned chapters
Differentiated Instruction for All Students
CAT-Planning Inquiry-based Science Lessons
Homework Readings/Assignments
 Hazen-Trefil: Assigned Chapters with double-entry journal
Week 11- November 5
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THEME:
Assessing Student Learning
Assessments for Learning, Assessments of Learning
CAT- Assessment
Teacher Interview Assignment –Due November 19
Homework Readings/Assignments
 Hazen-Trefil assigned Chapters
Week 13- November 12
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THEME: Science for All Students
THEME: Academic Language
Reading Discussion. Hazen-Trefil assigned Chapters
Academic Language in Science
CATs – Commentary Questions
Week 14- November 19
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CATs Peer Review
Week 15- November 26
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Teacher Interview Discussion
Week 16 December 3
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CATs DUE
Final Exam
Assignments:
1. Teaching Science Essay (10 points). After reading the nine(9) Guiding Principles in
the Science Framework (page 9), describe how you would develop an effective science
program that addresses a) the complexity of science content, 2) methods by which science
content is best taught, 3) how students will acquire scientific skills and linguistic competency
within the field. and 4) your assessment of your general strengths and weaknesses in
relationship to the nine guiding principles. (APA format required, 3-5 pages.) Student
Learning Outcomes: a, e.
2. Double-Entry Journals (15 points). Every week you will reflect on the weekly readings
using a double-entry journal. Three double-entry journals will be selected by the Instructor
during the course for evaluation. Each entry journal will be evaluated on a 5 point scale.
Student Learning Outcomes: a, e.
3. Mini-Lessons (10 points). You will teach one standards-based mini-lesson in class. The
mini-lesson may be taught by individuals or partners. It should be a 15-20 minute hands-on
lesson. Prepare materials and handouts for the class. Presentation dates will be scheduled
during the first week of class. Student Learning Outcomes: a, f, g.
4. Individual Project (10 points): Conduct research on science resources available for
enhancing inquiry-based science lessons.
5-CAT lesson plan and reflection (30 points). Design a lesson plan that includes both
Science and ELD standards. Student Learning Outcomes: a,b,c,g,h.
Lesson plans developed in other courses cannot be used in this course.
Lesson plans developed in this course cannot be used in other courses.
6- Grade 1-3 Thematic Unit (15 points). Develop a Thematic unit related to one of the
science concepts in grades 1-3. You are to incorporate both science concepts and inquiry
skills. Student Outcomes: a, b, c, g, h.
7- Teacher Interview- (10 points).
You will interview an elementary science teacher currently working in an elementary school
setting to gather information to answer the following questions:
1. What are the teacher’s greatest challenges in incorporating the teaching of science
within the school instructional time?
2. What strategies does the teacher utilize to create bridges between the students’ first
language and the academic language of science lessons?
3. What are some of your favorite science lessons that provided students opportunities
learn science concepts along with using science investigation strategies?
4. Question of your choice (state the question in your essay).
Structure- (3-4 pages), APA style
a- 1 page describing the interview context – grade level, years of experience
teaching science, academic/language development of classroom students,
schedule for teaching science during the instructional day/week/year.
b- 1-2 pages describing interview findings.
c- 1-2 pages explaining your action plan for future teaching practices.
Student Learning Outcomes: a, e, g.
Grading: 100- A+ 99-95- A 94-90-A- 89-85- B+ 84-80- B 79-75- B- 74-70- C+
69-65- C 64-60- C- 59-0- F
Absences are strongly discouraged; however, they can sometimes be unavoidable: Your
first two absences will lessen 5 points of your final grade. Each subsequent absence will
lessen 10 points of your final grade. In case of justified absence, students will have the
opportunity to complete make-up assignments determined by the instructor.