Syllabus Fall 2015
SCI 311U - 001: Teaching Everyday Science
Overview
This course is designed to immerse potential science teachers in laboratory and thinking
experiences that they can use as a foundation for their own understanding of science curriculum
development in future teaching experiences.
Course Goals
• Explore ‘the nature of science’ as it applies to science teaching
• Participate in and design a field trip to explore place-based education
• Become familiar with the national science framework
• Write lesson plans with well-integrated objectives, activities and assessment
• Become familiar with inquiry-based strategies for teaching science
• Design, implement and assess inquiry-based lesson plans using best practices
Guiding principles for this course:
The learning that takes place in this class is largely accomplished through student-led inquiry and
research. In this class you will work collaboratively on projects and exercises that stress the application of
concepts to inquiry-based projects. While inquiry-based approach of this course is a more engaging way
to learn, it also places more responsibility on the student to guide one’s own learning and intellectual
development. Therefore, the learning you achieve in this class is largely a product of your participation in
all aspects of this course.
Expectations
• Be prepared for class
o Arrive on time (absence will result in the loss of participation points)
o Communicate and collaborate with your classmates on group assignments.
o Complete readings and come to class with assignments completed.
• Participate in class activities
o Be aware that good grammar, clear structure and scientific reasoning will all be incorporated
into your grades.
o Be respectful of your own commitment to your education, to your classmates, and to your
instructors.
o For goodness’ sake, take notes. My notes will not be available to you online or otherwise.
• Ask Questions!
Tentative Schedule
Date
#
Topic, due dates*
Homework due
M 9/28
1
Course introduction, Why teach science?
W 9/30
2
Science as a way of knowing, Learning cycles
Lawson: Chs 1 & 2 (HW1)
M 10/5
W 10/7
3
4
Place-based learning, introduction project I
Lighting the bulb: inquiry based science
M 10/12
5
Field Trip Marquam Nature Park
W 10/14
6
Inquiry based science – 5-Es
M 10/19
7
Place-based presentations
W 10/21
M 10/26
8
9
Authentic assessment strategies
Introduction to group project
Floating and sinking: Cartesian diver
W 10/28
10
Safety and teaching, Design Teaching activity
Smith: Reading HW2
Lawson Ch 3, Next Gen
Science Standards (HW3)
Watch video “Minds of
their own” (1h)
Lawson: Ch 5 (HW 4)
1 pg reflection on “Minds
of their own”
Place-based learning
papers due, slide
submitted via D2L by 5pm
10/18
Lawson: Ch 4 (HW 5)
Individual lesson plans
Lawson: Ch 6 (HW 6)
Lawson: Ch 7 & 8 (HW 7)
M 11/2
11
Design assessment strategies.
W 11/4
M 11/9
12
13
Prepare materials and practice to ensure success
Teaching demonstrations (10 groups)
W 11/11
M 11/16
14
15
HOLIDAY
Teaching demonstrations
W 11/18
16
Teaching demonstrations
M 11/23
17
W 11/25
18
Teaching demonstrations
Teaching demonstrations
M 11/30
19
Peer Review Day
Individual Reflections due
W 12/2
FINAL
20
Work on presentations
Group presentations:
Participation II
Final group lesson plan
Participation I
Changes in reading, writing and project due dates will be announced in class. It is your responsibility to
be aware of any changes in due dates, whether or not these were announced in your absence. Assignments
are due at the beginning of class. Late papers will lose 10%/day.
Evaluation
Attendance & Participation
Daily attendance (10%)
Daily participation / assessments (10%)
Reading homework and questions
Project I: Place based lesson plan:
Project II: Inquiry based lesson plans
Individual lesson plans (10%)
Group lesson design and teaching (10%)
Group presentation (10%)
Participation in group (10%)
Reflections (Individually written)
On “Minds of their own” (5%)
On experience teaching and learning (15%)
20%
10%
10%
40%
20%
100 %
Attendance & Participation:
10% of your grade will be based attendance and on the degree to which you participate in class
discussions, ask questions, and remain attentive to your peers. Disruptive or distracting behavior will
result in a loss of attendance points, you may also be asked to leave the classroom.
10% of your grade will be based on assessments, and whether they are completed in full and thoughtfully
(full daily credit), If they are partially completed or done with minimal effort (70%), If they are done
poorly (50%) or not at all (0).
We will not distinguish between excused and unexcused absences. Instead, we will drop your 2 lowest
attendance/participation grades for the term. Late assignments in general will not be accepted. For major
project assignments (like your final papers), you will be penalized 10% each day it is late. If you have an
extended illness or other emergency, please let me know and we will discuss specific arrangements.
Group discussion and in-class assignments are fundamental to this course. You need to be present and
engaged in the teaching activities. In-class assignments, readings and completion of homework
assignments will earn you points towards your participation grade. There are also many opportunities to
participate in your group assignments. Your group grades will also contain a portion dedicated to
participation and will be adjusted accordingly base on group and instructor evaluation.
Desire2Learn: This class will use Desire2Learn (D2L) to share information and post and submit
assignments. Your grades will also be posted on D2L. To access Desire2Learn, you must have an ODIN
account. If you do not have one, please get one as soon as possible. You can access D2L through
https://d2l.pdx.edu
Grading scale:
A: “superior”, high level integration and conceptual development with factual accuracy
B: “above average”, accurate with significant integration and conceptual development
C: “basic quality”, mostly accurate and simply factual, modest concept development
A 94 – 100
B+ 87 – 89
C+ 77 – 79
D+ 67 – 69
A- 90 – 93
B 83 – 86
C 73 – 76
D 63 – 66
B- 80 – 82
C- 70 – 72
D- 60 – 62
Texts:
Teaching Inquiry Science in Middle and Secondary Schools by Anton E. Lawson
Homework:
• Assignments must be in on time submitted onto D2L before class starts each day. I will not accept
late homework,
• Quality is important and is factored into the grade of each assignment
Academic Conduct:
• Familiarize yourself with the academic code in the University catalog.
• There are many forms of plagiarism, including:
o Copying word for word without quotation marks and proper citation
o Closely paraphrasing without proper citation
o Be especially careful of information obtained from the Internet. You may use internet
resources carefully, always cite your sources.
o Turning in homework that is strikingly similar to other students work.
Classroom Conduct:
• If you choose not to participate in this course, please do not converse or distract the other students, this
includes personal use of electronic devices in class, these distract people around you.
• Be considerate of your classmates. Because this class will involve group activities, please come
prepared and ready to participate in group and class activities.
• Arrive to class on time. If you arrive late, you disrupt the class activities and will miss valuable
information presented at the beginning of class. You are responsible for any material and activities
that are conducted in class, even if you are not there!
Homework based on readings:
Reading homework consists of thoughtfully answering questions based on your assigned readings, using
your own experience and ideas as well as those discussed in the text. Often, these are questions at the end
of the Lawson book. Sometimes the questions address readings posted on D2L. Please submit these
assignments electronically via dropbox on D2L as a word document (.doc, docx) or as a pdf (.pdf).
HW1: Chapters 1 and 2 in Teaching Inquiry Science by Lawson
Ch1: question 5. Please answer using this format:
1. Puzzling Observation ____
2. Causal question ______
3. Proposed explanation ______
4. Planned Test: _____
5. Predicted result: _____
6. Observed result of test: _____
7. Conclusion: _____
Ch2: question 3
HW2: Smith reading
1. In your OWN WORDS , define place-based education.
2. Give an example of how place-based education can be applied to the teaching and learning of one
of Smith’s five themes.
3. Why is it important for teachers to become the creators of curriculum for effective place-based
education
HW3: Lawson Chapter 3
Questions 2&3
HW4: Lawson Chapter 5
Questions 4&6
HW5: Lawson Chapter 4
Questions 1&4
HW6: Lawson Chapter 6
Question 3
HW7: Lawson Chapter 7
(based on Question 1):
-Use the sample lesson given entitled “Cartesian Divers” to answer the questions given on p. 114-116 that
incorporate characteristics of effective science instruction. For questions that ask you to describe
behaviors of students or teachers in the classroom, answer hypothetically.
-the goal of this exercise is to make you think about how you will design and teach effectively for project
3. Consider these points when developing and practicing your own lessons.
Assignments:
*Important note: to be successful in these assignments you must examine the rubrics associated
with these assignments on D2L as well as these introductory descriptions*
• Reflection on “Minds of their own”: Write a 1 page paper based on addressing the following:
“You cannot teach a person anything. You can only help him to find it for himself.”
- Galileo Galilei, Italian Philosopher and physicist (1564 – 1642).
1. Why is it so hard to teach science effectively?
2. Provide an example of an approach that helps students improve their scientific understanding of the
natural world.
•
Place-based learning: You will design an individual place-based educational field trip. Your
presentation will briefly describe the field trip with the class using one power point slide and 2
minutes. A written description of your field trip will address the trip objectives and activities and
should be 1-2 pgs in length.
•
Individual scientific inquiry based lesson plan: Students will work on their own to develop an
inquiry-based lesson plan that follows the 5 E’s approach. Plan will include clear objectives that
addresses grade-appropriate science standards (at least one practice and one disciplinary core idea)
and uses an appropriate assessment strategy. Focuses on grades 3-12.
•
Group scientific inquiry based lesson plan: Students will work in small groups to develop an
inquiry-based lesson plan with clear objectives that address grade-appropriate science standards, and
uses an appropriate assessment strategy to evaluate learning. They will then develop an assessment
activity that helps them evaluate whether or not students are meeting their learning objectives. Groups
will implement this lesson plan by teaching a 50-minute lesson to their classmates. Focuses on grades
3-12.
•
Reflection (paper 3-5 pages): Individually reflect on your experience teaching and learning from
inquiry-based science lessons. Reflective teaching refers to the process of critically observing and
evaluating what you do in the classroom, why you do it, and whether or not it works. You will use this
individual reflection to inform your group presentation. This reflection encompasses two main parts,
an examination of your own group’s lesson and an evaluation of a lesson designed by another group.
•
Group presentation: As a group, give a 10 min presentation that describes and evaluates your
lesson. Students will also describe methods or activities used by other groups they found to be
effective and why. Identify the challenges and benefits of using an inquiry – based approach to
teaching science and make contrasts to more traditional methods.
Rubrics for assignments:
Reflection: Mind of their own
• Written in a complete and professional manner (2), Written with a conversational or casual tone (1)
1. Why is it so hard to teach science effectively? (Thoughtful response, brings in examples from video
and/or personal experience – 2, Answered succinctly without elaboration – 1, did not answer – 0)
2. Provide an example of an approach that helps students improve their scientific understanding of the
natural world. (Example is thoroughly discussed, clear linkages to understanding the natural world well
described, explain the merits of your approach– 2, Example presented and adequately explained -1
Example is irrelevant or inappropriate – 0)
Place-based learning:
Component
2
Field trip
Field trip is situated in the
design
local environment and has a
clearly explained connection
to the human community.
Powerpoint
Follows template
slide
Includes title, objectives and
very brief description of the
field trip.
Slide is easy to read and has
no typos.
In class
Student speaks clearly and
presentation
explains the field trip
(x 2)
completely in an engaging
and effective manner in 2
minutes.
Written
Paper includes:
description
- Clearly stated objectives
(x 4 )
- Appropriate standards are
listed.
- Thoughtful description of
the trip and student
activities
- Logistics required for trip
are clear and realistic.
1
Field trip is situated in
the local environment.
Connections implied.
0
Does not
meet these
criteria.
Follows template
Includes title,
objectives and very
brief description. Slide
is not easy to read or
has typos.
Student explains their
field trip adequately in
2 minutes.
Did not
complete.
Paper includes:
- Objectives
- Standards
- Description
- Logistics
Document is lacking
information.
Did not
complete
Does not
present in
class.
Alignment
Components (objectives,
standards and description)
are well aligned. Provides
concrete explanation of
alignment.
Components of the trip
are not well aligned or
not well explained
Did not
complete
Writing
quality
Document is written well with
attention to correct spelling
and grammar.
The description is not
carefully written.
Several typos or
grammatical errors.
Document
is unclear.
Overall score
/ 20
Comments:
Individual scientific inquiry based lesson plan
Component
4
Title
Descriptive
Score
2
Title
0
No title
Objectives
Clearly stated learning
Learning objective is stated
but is either not clear
objective(s), appropriate for a
50- minute lesson. Uses Blooms (students will “learn” or
“understand”) or not
Taxonomy and SWBT
appropriate for this lesson.
No objective
stated
Background
In written lesson plan only,
Clearly and professionally
explains the scientific
concepts addressed by the
lesson. Shows that the teacher
understands the science behind
the lesson.
In written lesson plan only,
explain the scientific
concepts addressed by the
lesson.
No background
provided.
Standards
Lesson plan states the gradeappropriate science standard
addressed by this lesson. At
least one science/engineering
practice and one disciplinary
core idea is involved in the
lesson. > 3rd grade
Lesson plan provides
standards
but they are either not
grade- appropriate or not
addressed by the lesson.
Practices not involved.
No standards
provided
Materials
Materials are clearly and
accurately listed in lesson plan.
Engages learners’ curiosity and
elicits prior knowledge of
key concepts addressed by
the lesson.
Exploration activity allows
learners to expose and
challenge preconceptions.
Disequilibrium by learners is
achieved. Activity addresses
objectives and offers chance to
engage in practices.
Provides an opportunity to bring
Class data together, uses
evidence to discuss key
scientific concepts.
Broadens student
understanding of concepts.
Materials are listed.
No materials
provided
No engagement
activity
Engagement
Exploration
Explanation
Disequilibrium Disequilibrium engaged and
overcome
Elaboration
Additional activity allows
learners to apply the concept
in context and build on or
extend their understanding.
Engagement activity
achieves
some, but not all, of the
goals described in the box
Exploration activity is
included
but either does not
address stated objective
or does not
expose/challenge
preconceptions.
Lacks
Disequilibrium
Does not
allow learners to
No exploration
activity
No explanation
clarify the concept. Does not activity
engage class evidence as
support for scientific
concepts.
Disequilibrium engaged /
not overcome
Lacks
disequilibrium
Additional activity does not
promote greater understand
of concept.
No elaboration
activity
Evaluation
Depth of
inquiry
Creativity
Writing
Total Score
Assessment activity is used to
QUANTITATIVELY evaluate
student understanding of key
concepts and whether objectives
were met.
Inquiry levels 4&5 Learner
connects explanations to
scientific knowledge,
communicates and justifies
explanations
Assessment activities are No assessment
used
activities used
but do not quantitatively
evaluate student learning
relative to the objectives.
Inquiry levels 1-3: Learner
engages in scientifically
oriented questions, Learner
gives priority to evidence
in responding to questions
and learner formulates
explanations
from
Creative
Adequate lesson
--Clear, well-written plan with no Lesson plan is not clearly
--grammatical or spelling errors. written or has multiple
References cited. No
writing errors.
plagiarism!
/56
Group scientific inquiry based lesson plan:
Project 2: Grading Rubric
Component
4
2
Title
Descriptive title
Objectives
Clearly stated learning
Learning objective is stated
but is either not clear
objective(s), appropriate for a
(students will “learn” or
50- minute lesson. Uses Blooms
“understand”) or not
Taxonomy and SWBT
appropriate for this lesson.
Background
In written lesson plan only,
In written lesson plan only,
Clearly and professionally
explain the scientific
explains the scientific concepts
concepts addressed by
addressed by the lesson. Shows
the lesson.
that the teacher understands the
science behind the lesson.
Standards
Lesson plan states the gradeLesson plan provides
standards
appropriate science standard
but they are either not
addressed by this lesson. At
grade- appropriate or not
least one science/engineering
addressed by the lesson.
practice and one disciplinary
Practices not involved.
core idea is involved in the
rd
lesson. > 3 grade
Materials
Materials are clearly and
Materials are listed.
accurately listed in lesson plan.
Writing
Clear, well-written plan with no
Lesson plan is not clearly
grammatical or spelling errors.
written or has multiple
References cited. No
writing errors.
plagiarism!
Engagement
Engages learners’ curiosity and
Engagement activity
achieves
elicits prior knowledge of
some, but not all, of the
key concepts addressed by
0
Title included
No objective
stated
No
background
provided.
No standards
provided
No materials
provided
---
No
engagement
activity
the lesson.
Exploration
Exploration activity allows
learners to expose and challenge
preconceptions. Activity
addresses objectives and offers
chance to engage in practices.
Explanation
Provides an opportunity to bring
Class data together, uses
evidence to discuss key
scientific concepts accurately.
Broadens student understanding
of concepts.
Disequilibrium engaged and
overcome
Additional activity allows
learners to apply the concept in
context and build on or extend
their understanding.
Assessment activity is used to
QUANTITATIVELY evaluate
student understanding of key
concepts and whether objectives
were met.
Inquiry levels 4&5 Learner
connects explanations to
scientific knowledge,
communicates and justifies
explanations, gives priority to
evidence in formulating
explanations
Disequilibrium
Elaboration
Evaluation
Depth of
inquiry
Delivery
Timing
Total Score
Comments:
All group members participate,
speak clearly and respond to
‘students’. Maintained excellent
classroom control.
Lesson well-paced and completed
in 50 minutes
goals described in the box
to the left.
Exploration activity is
included
but either does not
address stated
objective or does not
expose/challenge
preconceptions.
No
exploration
activity
Does not allow learners to
clarify the concept. Does
not engage class evidence
as support for scientific
concepts.
No
explanation
activity
Disequilibrium engaged /
not overcome
Additional activity does not
promote greater
understand of concept.
Lacks
disequilibrium
No
elaboration
activity
Assessment activities are
used
but
do
not
quantitatively evaluate
student learning relative
to the objectives.
Inquiry
levels
1-3:
Learner
is
directed
towards
areas
and
sources of scientific
knowledge, and is guided
through the process of
collecting certain data
and explanations.
Presentation lacks some of
the features described to the
left .
Lesson completed in 50
minutes but rushed.
No assessment
activities used
Learner
engages in
question and
evidence
provided by
the teacher.
No
presentation
Not completed
/ 60
Reflection: Teaching and learning using inquiry-based science
Purpose: The purpose of this exercise to reflect on your experience teaching and learning from inquirybased science lessons. Reflective teaching refers to the process of critically observing and evaluating what
you do in the classroom, why you do it, and whether or not it works. You will use this individual
reflection to inform your group presentation.
Component
Formatting
2
Paper is typed using 12 pt Times
New Roman font with 1” margins. It
is double spaced and 3-5 pages.
1
Paper is lacking
some of the
specifications
described to the left.
Paper has a few
errors but generally
communicates the
ideas clearly.
Provides a brief an
overview of your
experience teaching
and learning.
Paper is well written with proper use
of paragraphs, complete sentences,
Writing quality correct grammar, spelling and
punctuation.
Provides a brief an overview of your
Introduction
experience teaching and learning.
Addresses the question “Has
teaching and learning using inquiry
changed the way you think about
science education?”
PART A. Reflections on Teaching: Analysis of your group’s lesson
Clearly describes the objectives of
The objectives of the
Evaluating
your lesson and the results of the
lesson and the
your lesson
evaluation of student learning.
results of the
Reflect on the effectiveness of the
evaluation are
evaluation approach.
discussed.
Using your assessment strategy,
Assessment strategy
Quantitative
quantitatively evaluate success in
discussed but not
findings
terms of your objectives, depth of
summarized clearly.
inquiry,
Thoughtfully describes aspects of
Describes some
What went
the lesson that went well. Uses
aspects of the lesson.
well?
specific examples.
Thoughtfully describes aspects of
Describes some
What would
the lesson that you would change.
aspects of the lesson.
you change?
Refers to specific examples with
concrete and well-designed options
for change.
Part B. Reflections on learning: Analysis of another group’s lesson
Identifies the lesson that you are
Description is
Evaluating
analyzing. Thoughtfully describes
lacking depth or
another
detail.
group’s lesson your experience as a learner during
this lesson.
Describes what you found especially Description is
What worked
effective or engaging from the
lacking depth or
well in this
perspective of a learner.
detail.
lesson?
Describe aspects of the lesson that
Description is
What would
you would change and provide
lacking depth or
you change?
creative ideas for how you would
detail.
change the lesson.
Conclusion
Thoughtfully identifies challenges
Addresses this
What are the
0
Paper does not
meet these
standards.
Paper does not
communicate
the ideas
clearly.
Missing
introduction.
Evaluation is
not discussed.
Not discussed
Not discussed.
Not discussed.
Not discussed.
Not discussed.
Not discussed.
Not discussed.
challenges and
benefits of an
inquiry-based
approach?
and benefits of using an inquiry-base
approach to science teaching, in
contrast to more traditional methods.
question at a
superficial level.