Hands on Lab Spring 2016 Internship in Science Teaching BIOL 498 Spring 2016 Tanya Heaston/Dr. Bev Marcum Office: PHYS 205 / Holt 330 Email: [email protected] [email protected] CLASS OBJECTIVES: The Hands-On-Lab is a classroom facility on the Chico State campus that provides early experiences for college students to teach science to elementary and middle school students. The science curriculum is Next Generation Science Standards (NGSS) based and specific for grades 4-5-6-7 & 8. College student interns will gain mastery of science concepts at this level. The laboratory exercises focus on hands-on experiences emphasizing the science and engineering practices in the NGSS. Interns will actively use research-based instructional methods in their teaching. In addition, interns will evaluate the success of the laboratories and the teaching experience using a modified lesson study research method. The primary objectives for the lab are for the college interns is to learn how to communicate about science, provide experiences in a sequenced manner to promote understanding, and to assess with probing questions whether understanding has occurred as a result of these experiences. The primary objectives for elementary students and their teachers is to develop positive attitudes towards science and to have an exciting experience that motivates continual, life-long learning and enthusiasm for science. Upon successful completion of this course students will be able to: 1. Write a reflection regarding knowledge gained during teaching experience. 2. Use scientific and engineering practices in acquiring knowledge and solving problems. 3. Understand basic concepts of life, earth, and physical science through investigation and experimentation. 4. Provide and implement lesson plans and activities for elementary school students 5. Become familiar with the Next Generation Science Standards and the three dimensionality of the performance expectations. 6. Develop skills in analysis, problem solving, and communication. 7. Explain the key properties of water and describe various laboratory experiments that can be used to demonstrate these properties to elementary and Jr. High students. 8. Explain the key properties of matter and describe various laboratory experiments that can be used to demonstrate these properties to elementary and Jr. High students. 9. Explain the key properties of electricity and circuits and describe various laboratory experiments that can be used to demonstrate these properties to elementary and Jr. High students. 10. Explain the key properties of plate tectonics and cite evidence that plate tectonics can be used to explain geological and biological phenomenon. 11. Explain the key properties of the digestive system and describe various laboratory experiments that can be used to demonstrate these properties to elementary and Jr. High students. 12. Explain the key ideas of the rock cycle. Use evidence to categorize rock types. Hands on Lab Spring 2016 CLASS HOURS: Lab times: Friday; Training/Debriefing meeting: 9-10, 10-11, 11-12, 12-1 Friday 2-3:50pm This course is Credit/No Credit. Successful completion requires your participation in all labs and debriefing meetings. Attendance, punctuality, and attitude as well as quality of your journal reflections will be part of the credit grade. ATTENDANCE AND PARTICIPATION: • It is required that you attend all labs and debriefing meetings throughout the semester. Attendance and participation are important components of your grade • You must attend labs for the time and day you sign up each week during the semester. Punctuality is extremely vital and tardiness will reflect on your attendance and participation. • Two absences may be made up (with pre-arrangement) by attending an alternate lab. Participation in every make up lab is required. COURSE Content The following topics will be covered. Student interns will learn pertinent content background for the covered labs, be trained to teach various components of the labs, and then have the opportunity to teach these labs to visiting elementary and Jr. High students from various Redding school districts Introduction to Course Water Laboratory: Properties of Water Chemical structure of water Water as an absorber of heat Cohesion and adhesion Capillary action Surface tension Changing states: The water cycle Evaporation Condensation Precipitation Molecular motion and heat energy Where is Earth’s water found Matter Laboratory: Particulate nature of matter: Atoms: protons, neutrons, and electrons Molecular motion and heat energy Changing states: gases fill available space Evaporation and sublimation Hands on Lab Spring 2016 Liquid nitrogen and dry ice Air takes up space and has mass Solids and liquids Density Mixtures and compounds Organization of the periodic table of the elements Electricity laboratory: Electric charge and static electricity Likes repel and opposites attract Conductors and insulators What completes a circuit Parallel and series circuits Light bulb construction Electromagnets: how magnetism and electricity are related to make a motor Magnetism laboratory: Magnetic field and magnetic domain Poles of a magnetic: likes repel and opposites attract What elements are attracted to a magnet? Make a compass and compare to a real compass Quantify magnetic force using numbers of clips attracted and distance from clip Electromagnets: how magnetism and electricity are related to make a magnet Digestion laboratory: All animals ingest their food and break it down by the process of mechanical and chemical digestion to make usable energy. Teeth of herbivores, carnivores, and omnivores Starch search: Using an indicator to identify the presence of starch Enzymatic digestion of starch by amylase Compartmentalization of the digestive system: measurements of length of the tract and volume of digestive fluids Comparative anatomy of digestive systems: crayfish, shark, pig, human Feeding hydra: an incomplete digestive system Photosynthesis laboratory: Structure and function relationships in plants Green leaves contain chlorophyll pigments Chlorophyll extract absorbs different wavelengths of light: visualize with spectroscope Observe structure of a variety of leaf types Relate structure of leaf model to movement of air through stomata into the spongy layer of the leaf Observe stomata under the compound microscope: view open and closed Carbon dioxide and sugar: how are these compounds related? Hands on Lab Spring 2016 WEEKLY JOURNAL: • Interns are required to keep a weekly journal that includes reflection of the training labs and the hands-on-labs experience. These may be hand written or submitted to the instructor electronically. New Lab Curriculum Project: • Developing curriculum is an exciting and important part of teaching. As part of the science intern program a thematic curriculum unit will be introduced and developed in more detail by the interns. The unit will follow the Hands On Lab format and interns will work collaboratively on specific activities. The goal will be to present the final lab station activity to the rest of the class during the last week of debrief meetings. HOL Content Final: • Final will consist of multiple choice and short answer questions and will be based on the science content standards presented in the labs. IT IS THE RESPONSIBILITY OF THE INTERN TO: 1. Attend regularly, be prepared 2. Participate 3. Keep up with journal entries 4. Sign-in for each attendance 5. Be responsible for checking the WebCT site for class readings assignments 6. Attend all training/debriefing meetings. Date Week 1-3 4-5 6-7 8-9 10-11 11-12 13-14 Week 15 Topic Teaching Strategies for NGSS Water Digestion Matter Plate Tectonics Electricity Rocks and Landforms Final assessment and survey Excused absences must be made up by attending/teaching another lab time. If the intern has no other time during the week to teach in the lab, then they must make up the absence by making Hands on Lab Spring 2016 arrangements with the instructor for an alternative which may include assisting in the training of fellow interns or by helping to organize laboratory materials. DRESS CODE: You will be working with children and their teachers in a public setting. You will be expected to dress at the same level of professionalism as you would at an elementary school site. i.e. No hats, modest attire, no super shorts, no underwear showing, no low cut tops. Clothes should also be appropriate for a lab setting. i.e., closed-toed shoes, long hair tied back, lab coats. (Refer to Lab Safety Contract.) Students not dressed appropriately will have to change into other attire before being allowed to teach. ELECTRONIC DEVICES: For safety reasons and class courtesy, personal electronic devices; including but not limited to, cell phones, MP3s, IPODs, etc will be turned off and put out of site while in the science lab and classes. They will not be allowed during class or science lab sessions. Lab Safety All safety regulations are to be followed at all times. A safety contract signed by each student will be kept on file.