Major Assignmentswasl released items (Workshop week 1)They represent a range of problem types and a range of science strands your students will be expected to know by 8th and 10th grades. Take some time to study these released items. For each item do the following:Go through this process one test item at a time. Please take notes on your thoughts and insights as you go. We will spend some time discussing those insights in class.becoming a student of your students (Throughout the quarter)Reading an article that uncovers students conceptions on a topic of interest (Choose article WEek 2; read it by week 3)Conducting a Diagnostic Science Interview (Due week 4)Prepare a Science unit for your full-time teaching experience (see assignment spelled out in curriculum development and assessment)PEER REVIEW OF LESSON PLANS for 3 day teaching/ curriculum unit (Week 5)Safety, Materials access, organization of materials, organizational strategies of students, how to start the school year, TEaching controversial topics (Due week 8)As you continue your Thursday observations, talk with science teachers in the building about the following six topics.Safety: What kinds of things do they do to create a safe environment while working with equipment? How do they teach that to students?Materials organization: Learn about the organization of materials in the science department. What works? What doesn’t? Materials organization can really support your work as a science teacher, or create an abyss of time consumption.1Secondary School Science Methods (5-12)1The Evergreen State CollegeVirgina Rehberg, science teacher, Wilson High School, Tacomahttp://classrooms.tacoma.k12.wa.us/wilson/vrehberg/index.phpSonja Wiedenhaupt, member of the faculty TESC MITHHOWOW CANCAN II CREATECREATE, I, IMPLEMENTMPLEMENT, , ANDAND SUPPORTSUPPORT MEANINGFULMEANINGFUL SCIENCESCIENCE LEARNINGLEARNING OPPORTUNITIESOPPORTUNITIES FORFOR ALLALL MYMY STUDENTSSTUDENTS??This essential question guides the thinking and learning activities in which you will engage throughout this course. Through readings, science investigations, dialogue, being a student of your students, and engaging in the work of a teacher, we will all deepen our understandings of:- Science education goals and standards, including the revised Washington State Science Standards and the National Science Education Standards.- The nature of science.- Current thinking about science teaching and learning.- How youth learn.- How to assess students’ understandings in order to help all youth progress toward scientific literacy.- How to prepare meaningful and safe science instruction for diverse student populations.- How to become a reflective practitioner in order to constantly grow and improve teaching and learning.Children are natural observers and questioners, and science tends to be one of their favorite classroom experiences. But by the time they reach secondary science classes, many students have been turned off to science. They equate it with memorization of words and ideas, test taking, and canned experiments. Secondary teachers need to reinvigorate students’ curiosity and intellectual honesty. By connecting classroom activities to their questions and observations, teachers can provide experiences which help students develop an understanding of their world and the interconnections amongst its many components. Unfortunately, science is often given low priority in the elementary classroom for a variety of reasons. Yet scientific literacy is essential in today’s world. Teachers must be willing to explore scientific concepts with their students. Let your students’ discoveries and questions excite you!1 adapted syllabus from Dr. Anita Lenges, member of the faculty, The Evergreen State College2Required Texts: How Students Learn: Science in the Classroom. M. Suzanne Donovan and John D. Bransford, editors, Committee on How People Learn: A Targeted Report for Teachers, National Research CouncilTurns out this text is downloadable but a bit awkward to print: http://www.nap.edu/catalog.php?record_id=11102#tocRecommended membership: Join the National Science Teachers Association!! Check it out online (http://www.nsta.org/). You can get a student membership with one journal at a discounted price. This is an organization you should plan to join and maintain throughout your career. You will get a journal appropriate to the grade level you teach. There are online resources. You should plan to attend regional and national conferences whenever possible. Networking is important! Other Required Readings ( will be on e-reserve shortly)Cobern, W. (1994). Worldview theory and conceptual change in science education. Paper presented at the 1994 annual meeting of the national Associate for Research in Science Teaching, Annaheim, Ca. Fellows, N. (1994). A window into thinking: Using student writing to understand conceptual change in science learning. Journal of Research in Science Teaching 31(9), 985-1001. Duckworth, E. (1991). Twenty-four, Forty-two, and I love you: Keeping it complex. Harvard Educational Review, 61(1), 1-24. (http://lsc-net.terc.edu/do.cfm/paper/8097/show/use_set-l_sci )(This is available in full text from the TESC library.)Lederman, N., & Lederman, J. (2004). Revising instruction to teach the nature of science. The Science Teacher, 71(9), 36-39Simpson, D. (1997) Collaborative Conversations: Strategies for engaging students in productive dialogues, The Science Teacher p. 40-43van Zee, E. (2000). Analysis of a student-generated inquiry discussion. International Journalof Science 22(2) 115-142. Vosniadou, S., Ioannides, C., Dimitrakopoulou, A., Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction 11, 381-419.( http://www.cs.phs.uoa.gr/en/staff/58.%20Vosniadou%20-%20Ioannides%20-%20Dimitrakopoulou%20-%20Papadimitriou.pdf )The following is available online:Office of the Superintendent of Public Instruction. (2008). Washington State K-12 Science Standards as Presented to the Legislature, 12-14-08 http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandards.pdfhttp://www.k12.wa.us/assessment/WASL/Sciencepubdocs/ScienceGLEswithWASLEvidencesofLrng.pdfThis publication from the Northwest Regional Education Laboratory (NWREL) may be read online or downloaded and printed from: http://www.nwrel.org/math/resources/justgood.php Select Inquiry Strategies for Science and