EDU 312 Week Three: Planning for Science Instruction

Science Misconceptions “Be very, very careful what you put into that head, because you will never, ever get it out.” -Thomas Cardinal Wolsey ( )

Science Misconceptions It seems that anything people have learned prior to puberty takes on the status of an immutable truth (this is something well understood by parents, governments, and religions). Rational explanations of why some previous belief might be incompatible with the behavior of nature, and a careful explanation of the actual behavior of nature are of little avail. by Alistair B. Fraser in Bad Science

5E Model for Science Instruction Engagement Exploration Explanation Extension Evaluation

Characteristics of a Good Science Lesson (MSDE) Based on MD Content Standards Follows 5E lesson model structure Includes a writing prompt and reading stance questions (when appropriate) Integrates with other content areas (when appropriate) Includes SRs, BCRs, and ECRs (when appropriate) Includes scoring tools for use by students and teacher Can be easily modified and implemented by a classroom teacher.

Writing Lesson Objectives Express in terms of student achievement Express in measurable terms Only list as many as can realistically be assessed

Verbs from Bloom’s Taxonomy Knowledge Comprehensive Application Analysis Synthesis Evaluation

Planning an Effective Unit Indicator Summative Assessment Objective 2Objective 3 Formative Assessment Formative Assessment Activities Objective 1 Formative Assessment

Assignments Use the 5E Model to develop an original classroom lesson that you might teach on an elementary science topic. Review the Elementary Science Lesson Plan Rubric before you begin. This lesson will be reviewed by the instructor before submitting the lesson for a grade in Week 6. Read Chapter 7 of the text.

Peer Teaching Participate in the lesson presented by your peers. Give them feedback using a PQP sheet.