Texas A&M University
College of Education and Human Development
Department of Teaching, Learning and Culture
Interdisciplinary Middle Level Specialist Program
MEFB 470: Science Methods in the Middle Grades -- Spring 2006
Instructor: Dr. Cathy Mariotti Ezrailson
Office: EDCT 411
Office Hours: Wednesdays, 10:00 pm – 12:00 pm, or by appointment
Office Phone: (979)458-1544
E-mail Address: cmariotti@tamu.edu
Web Address: http://www.coe.tamu.edu/~cezrailson/
Course Description
The course examines theories, provides practice in teaching methods essential to
successful science learning; focuses on content and criteria central to teaching science for
understanding, skill development, and problem solving. Assignments include readings,
discussions, analyses, and modeling and practicing science teaching and learning.
Pre-requisites
Senior Classification, Admission to Teacher Education, MEFB 352
Co-requisites
MEFB 470, RDNG 490, MASC 450
Course Goals
The course is designed to prepare the math/science specialist in middle grades to deliver
developmentally appropriate and content appropriate science instruction.
Course Objectives:
 Understanding the role of theories in teaching and learning science
 Examining successful practices and methods for working with middle grades students
 Studying and designing examples of exemplary lessons and units in science
 Exploring and developing skills in the uses of technology for teaching middle grades
science content
 Developing skills in analyzing curriculum materials, instruction, and assessment in
science and the potential to address understanding of ideas
 Examining and developing an understanding of important content areas of science
Objectives addressed in this course follow recommendations of the National Council of
Teachers of Science (NCTM). The Standards for school science describe an ambitious and
comprehensive set of goals for science instruction. Together, both the content and process
standards presented describe the understandings students should know and be able to do.
These concept areas and professional practices are corroborated with the State Board of
Educator Standards (SBEC) and the Texas Essential Knowledge and Skills (TEKS).
Requirements
This methods course is a three-hour credit course with two-hours of lecture per week. This
course is part of a block of senior methods courses that share the senior internship experience.
Interns are in a middle-grades field placement working with middle grades students and a
mentor teacher each week for16 hours.
Course Assessment
1) Class and School
Assignment
I-folio
Service Project
Co-curricular Activity
Classroom Performance
University Instructor
Mentor Teacher
Methods Class Assignments
Total
Percent
8%
5%
2%
15%
10%
60%
100%
2) Methods Class Assignments Include:
Assignments
Field-Based Science Lessons (10%)
Class Quizzes, Activities, and Homework (20%)
Activity Journal w/ Reflections (10%)
Course Midterm Exam (10%)
Final Math/Science Project (10%)
Assessment Procedures
Two science lessons prepared for and taught in the
public school classroom, with an optional bonus third
lesson.
Completion of quiz or assignment from course
modules
Covers Content and Standards taught in the course
Covers Teaching Content Integration, Strategies and
Assessment
Total: 60%
Explanation of Requirements:
Field-Based Lessons (10%)
Prospective teachers will develop 2 lessons, 1 for each content area. (One bonus lesson: see
instructor for options). These lessons will be taught in their field placement. It will include a
variety of components. Some features include activities, identification of TEKS and SBEC
standards, connections to other disciplines, and an authentic performance task. These lessons
should be turned in on assigned dates uploaded to your i-folio – see website for class
schedules.
Class Quizzes, Activities, and Homework Assignments (20%)
This course is divided into four main parts: (1) National and state science standards; (2) Middle
school science content; (3) Instructional strategies and planning; and
(4) Assessment practices for middle school. Reading material will be assigned and/or activities
completed for each module. Assignments of concepts and issues related to the teaching and
learning of science will be completed for each module.
Activity Journal with Reflective Entries (10%)
This is either a 2.5 or 3” -- 3-ring binder where students will collect activities for use in the
classroom. Many of the activities will be ones performed in class or prepared by students for a
class assignment. Each activity will have a reflection page in which the student will record
comments about the activity as performed, suggestions for applying it in the classroom and
changes that could be made to improve it.
Course Midterm Exam (10%)
This is the one major exam in the course. This exam covers content and standards taught in
the course Review materials will be provided for the exam. The exam will be given in class the
week before spring break.
Final Math/Science Project (10%)
Final Math/Science Project covers teaching content Integration, strategies and assessment. A
variety of project options will be available on the web site to choose from.
Reference Textbook
Teaching Children Science: A Discovery Approach, 6th Edition -- Joseph Abruscato
Additional Resources
 Middle School Science Resources:
http://www.middleschoolscience.com/mssteachers.htm
 Physics and Astronomy Resources for Teachers: http://ThePhysicsFront.org
 Middle School Science with Computers: http://www.vernier.com/middleschool/
 Chemistry Resources for Middle School Teachers
http://www.chemistry.org/portal/a/c/s/1/acsdisplay.html?DOC=education%5Cwande%5C
index.html
 Earth Science Resources: http://school.discovery.com/lessonplans/earthsci.html#6-8
 Discovery Center Biology, Environmental Science and much more…:
http://school.discovery.com/curriculumcenter/
Memberships/Societies
 National Science Teachers’ Association (NSTA)
o Science Teachers’ Association of Texas (STAT)
 American Association of Physics Teachers (AAPT)
 American Chemical Society (ACS)
 Earth Science Teachers’ Association (ESTA)
 American Astronomical Society (AAS)
 National Association for Biology Teaching (NABT)
 Environmental Education for Kids (EEK)
Course Outline
See course web site: http://www.coe.tamu.edu/~cezrailson. Updates will be made
periodically so check the web site, weekly.
Attendance
The university views class attendance as an individual student responsibility. Students are
expected to attend class, be on time and to complete all assignments. University rules
regarding absences will be followed. Students are expected to make up missed work and
provide evidence that the absence was excused. Without this evidence, the absence will be
considered unexcused. The instructor reserves the right to lower a person's grade by one letter
for every two unexcused absences.
Dispositions and Professionalism
All students are expected to demonstrate the ethical and professional values associated with Middle Level
Education. It is critical that interns adopt and exhibit a professional demeanor at each point in their
teacher preparation. Evidence of professional dedication will be expected through work during classes,
seminar, and clinical experiences. Credit for participation and professionalism is part of the evaluation for
each methods course taken in this block.
Questions that assist in determining participation and professionalism:
Were all materials handed in on time and prepared with clarity, precision and attention to detail?
Have all encounters been of a positive nature with an attitude espousing an interest in learning?
Has attendance in class and to field based assignments been punctual and consistent?
Have opportunities for professional discussions about current educational issues been sought?
Does there appear to be a genuine concern for the welfare of classroom students?
Are requirements handled with a strong sense of responsibility?
Has professional behavior been exhibited as typified through deportment, dress, hygiene, and
appearance?
Special Needs
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides
comprehensive civil rights protection for persons with disabilities. Among other things, this legislation
requires that all students with disabilities be guaranteed a learning environment that provides for
reasonable accommodation of their disabilities. If you have a disability requiring an accommodation,
contact the Office of Support Services for Students with Disabilities in the Student Services Building.
Scholastic Dishonesty
Acts of scholastic dishonesty, including plagiarism, will not be tolerated at Texas A&M University. As
commonly defined, plagiarism consists of passing off as one's own the ideas, words, writings, etc., which
belong to another. In accordance with this definition, you are committing plagiarism if you copy the work
of another person and turn it in as your own, even if you should have the permission of that person.
Plagiarism is one of the worst academic sins, for the plagiarist destroys the trust among colleagues
without which research cannot be safely communicated. If you have questions regarding scholastic
dishonesty, including plagiarism, please consult the latest issue of the Texas A&M University Student
Rules, under the section "Scholastic Dishonesty."
Diversity Statement
The Department of Teaching, Learning and Culture (TLAC) does not tolerate discrimination, violence, or
vandalism. TLAC is an open and affirming department for all people, including those who are subjected to racial
profiling, hate crimes, heterosexism, and violence. We insist that appropriate action be taken against those who
perpetrate discrimination, violence, or vandalism. Texas A&M University is an Affirmative Action and Equal
Opportunity institution and affirms its dedication to non-discrimination on the basis of race, color, religion, gender,
age, sexual orientation, domestic partner status, national origin, or disability in employment, programs, and
services. Our commitment to non-discrimination and affirmative action embraces the entire university community
including faculty, staff, and students.
Academic Integrity Statement
Aggie Honor Code: "An Aggie does not lie, cheat or steal, or tolerate those who do."
Honor Council Rules and Procedures on the web at http://www.tamu.edu/aggiehonor
Statement for students on course assignments: "On my honor, as an Aggie, I have neither given nor
received unauthorized aid on this academic work."
Signature of student _____________________________________ Date_______________