Calendar of Events: Summer 2014

 Tentative Course Schedule 

Updated 06/25/14

Syllabus Modified from D. Hanuscin’s (Fall, 2012) University of Missouri, TDP 4280 Course.

Meeting

Reading

Due:

1 June 9th

Course Introduction

  • Bring in a picture or object that makes you think of Science.
  • Make sure you have a composition book.
2 June 10th

What does it mean to learn science? Misconceptions and Conceptual Change

  1. Bodzin & Gehringer (2001). Breaking Science Stereotypes;
  2. Hong et al. (2012). Theory guided professional development in early childhood science education (pp. 1-7).
  3. Harlen (2001). Ch. 5
  4. Requirments for Science Autobiography (no notecard)

*During Class:

Misconceptions

A Private Universe

 

  • Begin keeping a Moon Journal. This will be done daily until the end of the semester (July 9th). Make sure to identify the direction, height in the sky, time and the shape of the moon.
  • NotecardsSummarize, synthesize, and apply essential ideas communicated in each article on one side; the other side provide any questions you may have or insights from the readings. Due daily unless stated otherwise.
3 June 11th

Big idea/Unit Focus

Unit Planning

  1. Harlen (2001). Ch. 1
  2. Powell, Needham, & Aram (2008). Connecting Children to their world.
  3. Olson (2008). Concept-Focused Teaching: Using big ideas to guide instruction in science.

During Class:

Designing a unit on penguins

Nebraska Science Standards

NGSS or NGSS App for iPad

  • 5 Annotated Literature or technology connections (ALTCs) on topic: Nature of Science Moved to Monday June 16th.
  • Science Autobiography [email to Dr. A.];
  • Group A Presentation with activity addressing a common misconception in science. (30 min activity) 7 groups…
4 June 12th

Learning Cycle & Inquiry Part I

  1. Brown & Abell (2007). Examining the Learning Cycle.
  2. Lorsback (no date). The learning cycle.
  • ALTC: Bring the same ones in from the previous day 
5 June 16th

Learning Cycle & Inquiry Part II

  1. Read one article from Folder Labeled CoRe (Blackboard; be prepared to discuss activity)
  2. *Harlen (2001). Ch. 8.
  3. *Campbell & Fulton (2003). Ch. 1, 2 & 4.
  • Find a science lesson (print out) <– On any topic you are interested in…
  • Bring ALTC: Topic Nature of Science
  • Print CoRe document or bring Computer/Tablet. [See Blackboard]
  • *No Notecard. Summarize what you read from these chapters.
  • Group B Presentation for the Engage Phase and how you would lead into the Explore phase of the Learning Cycle. (30 min activity)
6 June 17th

Why should students learn science?

Part I

  1. Campbell & Fulton (2003). Ch. 5.
  • Create a table about what you know and need to know to be able to teach the lesson. Print and bring to class.
  • Group C Presentation the Explore phase of the Learning Cycle. (30 min activity)
7 June 18th

Why should students learn science?

Part II

  1. Weinburgh (2003). A leg (or Three) to Stand on…
  2. Hanuscin & Lee (2009). Helping students understand the nature of science.
  • 5 ALTCs: Porquoi Tales & Folklore 
8 June 19th

What does it mean to ‘do science’? Part I

Essential Features of Inquiry

  1. Colburn (2000). An Inquiry Primer.
  2. Moscovici & Nelson (1998). Shifting from activiymania to inquiry.
  • Bring in same Books.
  • CoRe (1-4). Done individually. [Email Dr. A]
9 June 23rd What does it mean to ‘do science’?Part II

  1. Gagnon & Abell (2008). Explaining Science.
  • 5 ALTCs: Biography & Fictional Narrative (related to your Porquoi Tale)
  • Group D Presentation What does it mean and who does the Explaining in the Explain Phase? (30 min activity)
  • Due July 1st. In Groups of 3, you will choose an article from the list to present to the class. Bring to class ideas from the article, but also find two other articles that correspond to the topic. [You can search through the National Science Teachers Association: Science and Children or Science Scope]. Discuss how to address diversity based in the science classroom.
10 June 24th

How should science be taught?

Part I

  1. Shiland (1997). Decookbook it!
  2. Zangori et al. (2012). This is inquiry… Right?
  • Bring in same books.
  • Learning Cycle CoRe 2 [Email Dr. A]
  • Group E Presentation on Explore Phase. (30 min activity)
11 June 25th

How should science be taught?

Part II

  1. Harlen (2001). Ch. 4 & 6.
  • 5 ALTCs Information Books for children
  • Group F Presentation What is the Extend Phase? (30 min activity)

 

12 June 26th

Learning Cycle & Tradebooks

  1. Everett & Moyer (2009). Literacy in the learning cycle.
  2. Rice et al. (2001). How do you choose science trade books?
  3. Shelley (2007). Using trade books to improve science education
  • Requirements for Literature Analysis Project.
  • Bring in Same books.
13 June 30th *** Modified from syllabus

 

How should science be assessed?

Part I

  1. Nelson (2010). Learning English, Learning Science.
  2. Harlen (2001). Ch. 3 & 9.
  • Requirements for Course Portfolio Requirements
  • Group G Presentation on Interdisciplinary Connections. (30 min activity)

 

14 July 1st  Inquiry & The Diverse Elementary Science Classroom

  1. Read one article from Folder Labeled Diverse Classroom (Blackboard; be prepared to discuss activity)

Questions to answer for readings:

What are the special needs of this particular group of learners?

What instructional strategies benefit this group of students? How?

  • Group Presentation based on the chosen article plus supporting literature.
15 July 2nd*** Modified from Syllabus

Interdisciplinary Connections

  1. Miller & Calfee (2004). Make Thinking Visible.
  2. Park Rogers & Abell (2007). Connecting with other disciplines.
  3. Adams et al., (2014). Do You Hear What I Hear?
  • Literature Project. [Email Dr. A.]
16 July 3rd

Professional Development and

School Gardens

(No Class)

  1. Abell & Lee (2008). Making the Most of Professional Development.
  2. Franks & Vore (2010). How to make a plant field guide.
  • No Notecards.
  • Create a Plant field guide for one plant you find outside following the Franks & Vore article. You will be evaluated based on their rubric… [Email Dr. A.]
17 July 7th*** Modified from syllabus

How should science be assessed?

Part II

Luft (1997). Design your own rubric.

  • Group H Presentation on the impact of professional development on teaching. (30 min activity) 
18 July 8th

Fieldtrips & Informal Learning Contexts

Workshop at Morrill Hall

with Kathy French

  • No Notecards
  • Write about the workshop. What did you learn about fieldtrips that you didn’t know before? What resources do you think you could use with your own students? [journal]
19 July 9th Moon Party 2014
  • Groups: Bring an activity that supports children learning about the moon. Include Group: CoRe Document, Worksheets and more to share with your classmates.
20 July 10th  
  • Course Portfolio [Email Dr. A.]
  • Sign up for a portfolio conference with Dr. A

Note: Syllabus is subject to revision.

 

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