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Instructor: Bryce Passey

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Give you insights and experiences that will prepare you to be a highly effective teacher. Get you excited about the fun and possibilities that teaching and specifically teaching science can hold. Prepare you to enter your first teaching assignment as a dreamer and an idealist (I am going to make a difference in the lives of these kids.) and hopefully 30 years later be even more of a dreamer and an idealist.

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Class Notes and Reflections: post on the discussion board by Mon. 5:00 p.m. (1 st Monday following class) 100 pts. Reading Assignment- posted on the discussion board by Fri. 5:00 p.m. (2 nd Friday following class) 100 pts. Inquiry Based lesson on Blackboard by Mon. 5:00 p.m. (Monday before the next class) 300 pts.

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Name of AssignmentPoints Possible Reading Reflections and Collaboration (4)100 Class Notes and Reflections (4)100 Inquiry Based Science Lessons (2) (50 points each) 100 Integrated/Inquiry Based Project (1)100 Literacy/Integration Assignment (1)100 Total500

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Science is a way of looking at the world and figuring stuff out

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Three kinds of blood vessels are arteries, vanes, and caterpillars. Respiration is composed of two acts, first inspiration, and then expectoration. Dew is formed on leaves when the sun shines down on them and makes them perspire.

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Mushrooms always grow in damp places and so they look like umbrellas. Vacuum: A large, empty space where the pope lives. The pistol of a flower is its only protection against insects. The tides are a fight between the Earth and Moon. All water tends towards the moon, because there is no water in the moon, and nature abhors a vacuum. I forget where the sun joins in this fight.

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Kids look at the world with a natural fascination Figuring stuff out well thats where they need our help Our challenge is to clarify the understanding while fostering the natural curiosity and fascination.

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Typically a secondary teacher teaches science, math, English etc. because they love the subject. Elementary teachers typically teach because they love working with kids. However, like secondary teachers we teach to our strengths as well and science is typically not our strength.

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Textbook Science Students read the chapter answer the questions and do a worksheet. Hands-on Science Teachers demonstrate or students do labs with known outcomes. (gee-whiz science) Real-world Practical Science Students have the opportunity to conduct real experiments with no known outcome. (Students are the scientists.) Real-world Integrated Science Students see that science does not exist in isolation. Science is taught in conjunction with English, history, art, math, technology, music, reading, etc. (Science becomes part of the students other school work and their everyday world.) Powerful Learning

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What is the purpose of an assessment? How will you know that the student knows???

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by Robert Marzano $15.00 (including shipping) from Amazon

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what students already know about the content is one of the strongest indicators of how well they will learn new information relative to the content. (this is what research refer to as background knowledge) Academic background knowledge affects more than just school learning. Studies have also shown its relationship to occupation and status in life. Chapter 1

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We acquire background knowledge through the interaction of two factors: 1) our ability to process and store information 2) the number and frequency of our academically oriented experiences. What seems to be critical is not the sheer amount of experiences, but rather what one has been able to learn from and do with experiences. The more academically oriented experiences we have, the more opportunities we have to store those experiences as academic background knowledge. Chapter 1

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DelbertBarbaraAllen GinaEthanCalvin IrisHildaFrank Access to Academically Oriented Background Knowledge Low Medium High Information Processing Ability

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Chapter 1 What seems to be critical is not sheer amount of experience but rather what one has been able to learn from and do with experience. innate intelligence is not as strongly related to academic achievement as once thoughtlearned intelligence is the stronger correlate of success in school.

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Poverty and Ethnicity: Income is clearly the most important factor (in determining student academic success). It explains about 50 percent of the difference in the educational achievement of children raised in one and two parent families. 85% of students born in or near the poverty level score below grade level on academic testing poverty is a symbol of failure leading to a decrease in self-esteem. Chapter 1

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Poverty and Ethnicity: (Specifically focusing on African American and Hispanic kids) They (are more likely to be) growing up in families at or near the poverty line. They have experienced a fraction of the rich language development opportunities that come so readily to other students. Additionally, they experience twice as many discouraging messages as they do encouraging messages the opposite ratio of their more affluent counterparts. Finally, they regularly deal with income-related familial stresses not characteristic of more affluent homes. Chapter 1

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Poverty and Ethnicity: These facts are staggering in their implications and one marvels at the resilience of children who overcome their impact. Yet many if not most of these children will succumb under the weight of these factors without direct and prolonged interventions by schools. Chapter 1

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Poverty and Ethnicity: Must see movies: Gifted Hands: The Ben Carson Story The Blind Side Chapter 1

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Schools Can (Must) Make the Difference: some people (even some teachers and administrators) assert that schools can make little difference in overcoming the background factors that negatively affect student academic achievement. The most straightforward way to enhance students academic background knowledge is to provide academically enriching experiences field trips to museums, art galleries, and the like, as well as school-sponsored travel and exchange programs In these days of shrinking resources, schools commonly must cut back or even cut out these activities. Chapter 1

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Direct vs. Indirect Approach: If schools had unlimited resources, then the answer to helping (struggling students) would be straightforward provide field trips and mentoring programs. Discovery and ESL Discovery Chapter 1

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I strongly fear that if schools (and future teachers) do not implement indirect approaches like those outlined in this book, they will continue to be a breeding ground for failure for those students who grow up in or near poverty. Chapter 1

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Assignment: Building Background Knowledge Read chapter 2 & 3 Also read Round Pegs Post your reflections on the discussion board by Fri. Jan. 22 nd 5:00 p.m. (25 pts.) Chapter 1

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Kindergarten Standard III: Students will develop an understanding of their environment. Objective 1: Investigate changes in the seasons. a. Identify the seasons and represent each with pictures and songs. b. Observe and describe typical weather for each of the seasons. c. Describe the information each of the five senses provides with the changing of seasons. d. Observe and describe changes in behavior of animals as the seasons change. e. Describe how people change their behavior as the seasons change. Objective 2: Observe and describe animals in the local environment. a. Observe, describe, draw, and compare familiar animals. b. Describe how young animals are different from adult animals. c. Describe how animals care for their young. d. Observe and imitate the sounds and movements of animals with songs, dances, and storytelling. e. Distinguish between real and make-believe animal behaviors.

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First Grade Standard III: Students will develop an understanding of their environment. Objective 1: Investigate plants and plant growth. a. Observe and draw pictures of plants. b. Compare seeds of plants and describe ways they may be carried through the environment (e.g., wind, water, animals). c. Observe and describe plants as they grow from seeds. d. Identify how people use plants (e.g., food, clothing, paper, shelter). e. Investigate and report conditions that affect plant growth. Objective 2: Investigate water and interactions with water. a. Observe and measure characteristics of water as a solid and liquid. b. Compare objects that float and sink in water. c. Measure and predict the motion of objects in water. d. Describe how plants and people need, use, and receive water.

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Second Grade Standard III: Students will develop an understanding of their environment. Objective 1: Investigate relationships between plants and animals and how living things change during their lives. a. Observe and describe relationships between plants and animals. b. Describe the life cycle of local plants and animals using diagrams and pictures. c. Create pictures and stories about real animals and compare them to make-believe stories about animals. Objective 2: Observe and describe weather. a. Observe and describe patterns of change in weather. b. Measure, record, graph, and report changes in local weather. c. Describe how weather affects people and animals. d. Draw pictures and create dances and sounds that represent weather features (e.g., clouds, storms, snowfall). Objective 3: Investigate the properties and uses of rocks. a. Describe rocks in terms of the parts that make up the rocks. b. Sort rocks based upon color, hardness, texture, layering, and particle size. c. Identify how the properties of rocks determine how people use them. d. Create artworks using rocks and rock products.

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Assignment: Prepare a Kindergarten, First Grade or Second Grade Inquiry Based lesson (50 pts) posted on Blackboard by Mon. Jan. 25 th 5:00 p.m. (50 pts.) For ideas go to: www.uen.orgwww.uen.org Click on lesson plans then K,1,2 core

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* Mon. Jan. 18 th 5:00 p.m. week 1 notes and reflections (25 pts.) * Fri. Jan. 22 nd 5:00 p.m. Building Background Knowledge ch. 2&3 and Round Pegs / reflections (25 pts.) * Mon. Jan. 25 th 5:00 p.m. - Kindergarten, First Grade or Second Grade Inquiry Based lesson (50 pts.)