CBSE 3207: Teaching Science: Childhood Education: Course Schedule and Tasks

Learning Outcomes and Skills

• Doing Experiments Like a Scientist
• Doing Science Safety!
• Exploration
• Fieldwork Placement & Hours
• Expectations toward Success for all

Tasks

• In groups, collaboratively create Lesson Plan Draft #1 for “Conducting the Seed Investigations”.

Learning Outcomes and Skills

• Why Inquiry?
• Foundations of Inquiry-based Science
• Exploration
• Fieldwork Placement & Hours
• Expectations toward Success for all

Tasks

• Amplify Science Curriculum:
  • Cover
  • Lawrence Hall of Science Amplify Science Credits
  • Letter to Educators
  • How This Guide Is Organized
  • Table of Contents

Learning Outcomes and Skills

• Doing What Scientists Do!
  • Exploration
  • Fieldwork Placement & Hours
  • Expectations toward Success for all

Tasks

• Amplify Science Curriculum:
  • Cover
  • Lawrence Hall of Science Amplify Science Credits
  • Letter to Educators
  • How This Guide Is Organized
  • Table of Contents

Learning Outcomes and Skills

Mctighe and Wiggins Understanding by Design® Framework (pdf):
Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-quality units. Alexandria, VA: ASCD.

• What concept(s) do we want our students to learn?
• Danielson Domain 1 – Planning and Preparation (pdf)
• Exploration
• Fieldwork Placement & Hours
• Expectations toward Success for all

Tasks

• Identify desired results.:
  • Unit Overview (2-3); Unit Map (4-5); Progress Build (6)
  • Standards At-A-Glance (29); Standards & Goals (559-567)
  • Science Background (19-28)
  • 3-D Statements (568-572)

Learning Outcomes and Skills

• Art of Questioning/Scientific Discourse: Pedagogy through the impact of Danielson Domain 3--Instruction and 1 & 2 -- Planning and Preparation & Classroom Environment
• Exploration
• Fieldwork Placement & Hours
• Expectations toward Success for all

Tasks

• Determine evidence of learning. (4 groups of 5):
  • The Amplify Science Assessment System: Credible, Actionable, Timely; Assessment Opportunity (573-582)
  • The Amplify Science Assessment System contd.: Entry-Level and Summative Assessments; Monitoring Progress; On-the-Fly assessments; Student Self-Assessments; Assessments and Grading (583-588)
  • Embedded Formative Assessments (589-594)
  • Embedded Formative Assessments contd. (595-600)

Learning Outcomes and Skills

• Observing Children and Their Work: Looking at Student Work
  • Formative-Summative Assessment and Timely
  • Feedback
  • Exploration
  • Fieldwork Placement & Hours
  • Expectations toward Success for all

Tasks

• Continue to determine evidence of learning. (4 groups of 5):
  • The Amplify Science Assessment System: Credible, Actionable, Timely; Assessment Opportunity (573-582)

Learning Outcomes and Skills

• Exploration
• Fieldwork Placement & Hours
• Expectations toward Success for all

Tasks

• The Amplify Science Assessment System contd.: Entry-Level and Summative Assessments; Monitoring Progress; On-the-Fly assessments; Student Self-Assessments; Assessments and Grading (583-588)
• Embedded Formative Assessments (589-594)
• Embedded Formative Assessments contd. (595-600)

Learning Outcomes and Skills

Mctighe and Wiggins Understanding by Design® Framework (pdf):
Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-quality units. Alexandria, VA: ASCD.

• How do we plan to assess for and of learning?
• Danielson Domain 1 – Planning and Preparation (pdf)
• Exploration
• Fieldwork Placement & Hours
• Expectations toward Success for all

Tasks

• Danielson Domain 1 – Planning and Preparation (pdf) and
• Danielson Domain 3 -- Instruction Rubrics as a guide (pdf).

Learning Outcomes and Skills

Mctighe and Wiggins Understanding by Design® Framework (pdf):
Wiggins, G., & McTighe, J. (2011). The Understanding by Design guide to creating high-quality units. Alexandria, VA: ASCD.

• How do we plan to teach that learning?
• Danielson Domain 1 – Planning and Preparation (pdf)
• Expectations toward Success for all

Tasks

Plan learning experiences and instruction. (4 groups: Chapter 1-7; Chapter 2-5; Chapter 3-6; Chapter 4-2)

• Materials & Preparation (11-18)
• Getting ready to Teach (1-10)
• Chapter 1: 7 Lessons (33-202); Chapter 2: 5
• Lessons (203-322); Chapter 3: 6 Lessons (323-462); Chapter 4: 2 Lessons (463-511)
• Apps in This Unit (603-608)
• Books in this Unit (601-602)
• Flextensions in This Unit (609)

Learning Outcomes and Skils

How do we plan to teach that learning?

• Danielson Domain 1 – Planning and Preparation (pdf)
• Exploration

Fieldwork Placement & Hours

• Expectations toward Success for all

Tasks

Create Individual Lesson Plan Draft #3 for “Conducting the Seed Investigations” using Danielson Domain 1 – Planning and Preparation Rubric as a guide.

Continue to plan learning experiences and instruction. (4 groups: Chapter 1-7; Chapter 2-5; Chapter 3-6; Chapter 4-2)

• Materials & Preparation (11-18)
• Getting ready to Teach (1-10)
• Chapter 1: 7 Lessons (33-202); Chapter 2: 5 Lessons (203-322); Chapter 3: 6 Lessons (323-462); Chapter 4: 2 Lessons (463-511)
• Apps in This Unit (603-608)
• Books in this Unit (601-602)
• Flextensions in This Unit (609)

Learning Outcomes and Skills

• Intern Practice Teaching Danielson Domain 3 (pdf)
• Reflective Practice via Danielson Domain 4 (pdf)
• Expectations toward Success for all

Tasks

• Delivery -- Chapter 1: 7 Lessons
• Danielson Framework (pdf)
• NYCDOE Science Scope and Sequence (pdf)

Learning Outcomes and Skills

• Intern Practice Teaching Danielson Domain 3 (pdf)
• Reflective Practice via Danielson Domain 4 (pdf)
• Fieldwork Placement & Hours
• Expectations toward Success for all

Tasks

• Delivery -- Chapter 2: 5 Lessons
• Danielson Framework (pdf)
• NYCDOE Science Scope and Sequence (pdf)

Learning Outcomes and Skills

• Intern Practice Teaching Danielson Domain 3 (pdf)
• Reflective Practice via Danielson Domain 4 (pdf)
• Fieldwork Placement & Hours
• Expectations toward Success for all

Tasks

• Delivery -- Chapter 3: 6 Lessons
• Delivery -- Chapter 4: 2 Lessons
• Danielson Framework (pdf)
• NYCDOE Science Scope and Sequence (pdf)

• Undergraduate Final Examination: 8:00 to 10:00 AM -- 50 Points
• Post-Assessment: Analyzing and Adapting Curriculum Materials adapted from “USPREP Curriculum Materials for Use in Teacher Preparation Tracking Tool

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