Time
645 7
7715
715 745
745 815
825 9
BED 4416 Instructional Plan 8/25/10
Objectives & Activities
Assessment
Materials
FA=formative
SA=summative
Groups of 3 discuss initial impressions from of the M.S. kids, the Mentor, the School
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Return & comment on their written analysis Nonscience Presentation Video
Ask if there were any technical difficulties downloading and viewing video
Answer Kim’s question about GACE Science Exam 024, 025
Show how easy it is to find MSDS on line, pass around BTB sheet and mention LD
50 aspect, and show Flinn Toxicity data sheet
 Announcements
(1) Register for GACE by Sept 3;
(2)Application for Spring 2010 Student Teaching (BED 4475) due Mon. Aug 30
Overview agenda for the day
Students take MS Safety quiz,
Discuss answers
Quiz
then we discuss.
handouts
Pairs take HS Safety quiz and
from Flinn
discuss; take questions
 Discuss highlights from Science Scope safety articles
 Comment on
(1) p 13Core Ideas;
(2) p 17 Learning to Teach by Experience and Reflection (not an apprenticeship);
(3) Scientists on NoS pp 23-24 Randall, Feynman, Polanyi, Sagan;
(4) examples of courageous scientists (text examples of Galileo, Wegener,
Kelsey, Carson.
Break bring laptop cart into SC
241 for 915
Ss will
 list the 6 levels of
Bloom’s taxonomy.
 distinguish higher vs
lower level learning in
Bloom’s Taxonomy.
 contrast original and
revised Bloom’s
taxonomy.
 recognize different levels
of Bloom’s in questions a
teacher might pose or
objectives a teacher
Bloom's
Taxonomy
ppt
Check results of Bloom Practice
Guided Practice Writing Objectives
Handouts:
--Bloom
Practice
--New Bloom
--Guided
Practice
Writing
Objectives
might write.
 write instructional
objectives that specify
behavior, condition and
degree.
Discuss grading rubric for Lab
Safety Lesson Plan –due next
Wed
9930
930 945
945 1030
Ss read Chap 1 and Chap 3 “Teacher Talk” responses and share reactions to these words
of wisdom. What advice is worth following? How might you modify some of these
insights to suit your style?
Candidate writes initial thoughts
on how they will use technology
to support learning.
[Use technology to support
learning (NSTA Standard 5d: The
teacher of science must
successfully use technology
tools, including but not limited to
computer technology, to access
resources, collect and process
data, and facilitate the learning
of science.]
Simulate day 3 of HS Bio Class –
--R. seeds,
Radish Seed Experiment
Did not have time in class for this
soil, cups,
---First “Tour the Room”
segment. I allowed more time for
Ziploc bags,
showing Ss where things they
class discussion about students,
paper
will need are kept
mentor teachers and
towels,
--Student Pairs develop an idea motivational/management concerns. water
for an experiment with radish
The segment to left will go better
--Plant
seeds
next week, relating to “nature of
Experiment
--Students will
science” stuff.
ppt
1) implement a class-wide
experiment on the growth of
radish seeds germinated in dark
and light environments.
2)understand “the scientific
method” as a formula and
common pattern of
experimental work, but not the
only means by which science is
done.
3) define and formulate a
1030
1045
hypothesis.
4) contrast (distinguish
between) experimental variables
– manipulated or independent
variable
vs
responding or dependent
variable.
Closure –
For next time, Read
 Understanding the Nature of Science through Evolution by Narguizian
 Making the History and Nature of Science Relevant by Sterling
and be ready to discuss how to use these ideas in your teaching

Read text section on Intro to inquiry teaching methods pp 34-38, and think
about how this relates to the way you represent the “nature of science” in your
teaching.