SciNick

Content Advisor Meeting 1. Cindy really encouraged me to talk about carbon dating- students are really interested in that. 2. Lewis dot structures should be a part of my unit. I wasn't sure if they should go in my unit, however she thought it would be perfect. It is something students are her school spent a lot of time on. 3. She recommended that I incorporate work on the macromolecules either in this unit or the next unit. It yields itself to labs using food!

Unit Plan Work Unit: ATOMS D.12.1 Describe* atomic structure and the properties of atoms, molecules, and matter during physical and chemical interactions* D12.2 Explain* the forces that hold the atom together and illustrate* how nuclear interactions* change the atom
 * State Standards:**

Objectives: 1. Diagram an atom 2. Explain why atoms do not fall apart 3. Define Isotope and Ion 4. Explain the difference between fusion and fission 5. Argue which nuclear power (fusion or fission) would be best to invest in 6. Explain how scientists determine the age of substances. Learning Targets: (Adapted from NRC 1996) 1. Atoms make up all matter (anything that has mass and electrical charge). 2. Atoms are made up of a positively charged nucleus surrounded by negatively charged electrons 3. The electric force between the nucleus and electrons holds the atom together 4. Nucleus is composed of positively charged protons and neutral neutrons (both of which are much more massive than electrons) 5. Atoms with different numbers of neutrons are called isotopes of the element 6. The nuclear forces are stronger than the electrical forces that would pull the nucleus apart (the electrons and protons pulling at each other) therefore the nucleus stays together 7. Fission is the process of splitting a large nucleus into smaller pieces (is what goes on in current nuclear power plants) 8. Fusion is the joining of two nuclei at extremely high temperatures and pressures. This process releases large amounts of energy and is the process responsible for the energy of the sun and other stars. 9. Radioactive Isotopes are unstable and undergo spontaneous nuclear reactions which emit particles and radiation. 10. Radioactive Isotopes “decay” at a predictable rate so the age of materials that contain radioactive isotopes can be easily discerned. 11. An Ion occurs when an atom has a different amount of electrons than protons.

Late Work Thoughts Late work has always been a trick subject for me so far. On one hand, students just need to get their work done. They are going to have deadlines in real life, therefore they need to get used to them now. On the other hand, if a student turns something in late but it is phenomenal, should they really be penalized? Another issue is my own sanity. It I have a late work policy, I need to have all turned in work organized so I know what is actually late. If I am lenient with late work, I have to be willing to grade all sorts of assignments at the same time.

My own thoughts have evolved into a lenient grading policy. I take away points for students turning in large assignments late. For homework, I dont bother with taking points off for tardiness- Im just happy that they did it. On daily assignments, I generally do not accept those late as those are part of "participation." I will sometimes give students missing in-class work as homework because it is very important that they do it. This upcoming year will be very different because our school schedule is drastically different for the norm. For our school, everything will be due on a friday. Homework, lab reports, projects, etc, will all be due on friday when we have a common "hand-in" time.

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===  Note: I dont write outlines, but I do write abstracts! __Abstract__ //Science Education has been subject to constant change similar to any other fields of education. Current trends seek to develop students into scientists rather than just have them know content. This essay discusses three ways educators are accomplishing this feat. Inquiry-based instruction seeks to have students research topics to construct their own knowledge, similar to what scientists do. Studying history and the way scientific theories and discoveries are made can also allow students to come up with information on their own rather than have it given to them. Both of these methods, along with others discussed, are also used to promote critical thinking- another new emphasis within science education. Current and past research is discussed; and personal experiences are used to elaborate on these trends.// Insights on Assessment- Night 2 with Cindy Lab Reports: Lab reports can be great summative assessments, even for content. Since lab reports incorporate background information, you can have them use content from the course in their introduction and discussion sections of the report. When you include that with the data analysis and science reasoning used in lab reports, you have a great assessment tool! Projects: Cindy prefers having her projects very open ended with few guidelines. This allows for maximum creativity. As long you are specific about what the students need to show they learned and give them examples, I completely support this. I have used it in my class and students respond favorably to it. **Writing in the Content Area** //**Writing Boosts Learning in Science, Math and Social Studies**// // What are the author’s main arguments or points? // The author argues that using writing in disciplines increases students’ comprehension and overall achievement. This applies to all subject areas, not just English. The author specifically gives examples of using writing in science, math and social studies.

// Does he/she support those arguments or points convincingly? Explain. // He certainly has convincing anecdotal evidence for it. The teachers interviewed give glowing reviews of the writing program implemented. The teachers and the author explain the exercises that students go through, which consist a lot of expository writing and explanations, which make the writing sound effective. However, the author doesn’t give any data. This makes the article not very credible or convincing.

// How does the information in this reading support what you will do or do in your classroom? Site some specific examples // This article discusses using lab notebooks in science classes where students log all their questions, labs and data- really anything that shows the process of learning. This is something that I will be implementing in my classroom next year, and will actually be implemented in all the STEM classes next year. It will be a resource for students to look back on, as well as prepare them for STEM disciplines at the college and industry level.

** Night 1 With Cindy- Content Trends and Best Practices ** Tonight was very informative and stimulating. Cindy and I covered everything in science from labs to organization as well as other best practices. Through our discussion I decided on three topics for my research essay: 1. Authentic Inquiry 2. Critical Thinking/Problem Solving 3. Integrating history into science.

I chose authentic inquiry because it is a HUGE trend in science right now and very aligned with Montessori philosophy. Cindy talked about critical thinking and problem-based instruction as well, which reminded me of a former co-worker who did a lot instruction that way. I would like to incorporate that into my classroom so it would make a great essay topic. Finally she reminded me again about the need to integrate subjects when she talked about history in the science classroom. I have actually taught a science class through history before, so I have some ideas about that already. Overall, I believe my topics complement each other well and will allow for a solid and fluid research essay.

** Textbook Survey—Science **** (The Game of Science Education) **

As you peruse your content area textbook, please complete the following activities and/or questions. You may place your responses on this page.

1. Write a bibliographical entry for the book using APA format.

Weld, J. (2004) //The Game of Science Education//. Boston: Pearson

2. What is the editor’s background in education? High School science teacher but now researches effective science teaching and learning at the University of Northern Iowa.

3. The book has many authors. What are some potential benefits of having many authors?

Different viewpoints. Different areas of expertise. Editing purposes.

4. Read through the Preface. What are 2 things that you learned about the book?

Part of it focuses on how to change teacher preparation

A third of it focuses just on the learners, which is great!

5. Looking at the Table of Contents, what are the 4 main sections of the book?

1.The Coaches 2. The players 3. The evolving game 4. Reflections

6. Which chapter should you definitely read before creating assessments for your unit plan?

Chapter 11: Testing and Assessment

7. What are the titles of the two appendices? Which one will be of most use to you in teaching?

A: Building the student-centered classroom (most useful, the standards I can find in 2 seconds online)

B: Standards

8. Skim through some of the quotations that begin each chapter. Which one do you like best? Why?

Chapter 2: The best and fastest way to learn a sport is to watch and imitate a champion.

I always say the best way to learn something is by doing. That’s the reason why I joined an alternative licensure program like Milwaukee Teaching Fellows.

9. If you wished to review constructivism related to teaching science, what part of the book would be most helpful?

Chapter 5: Learners in Science: No Room on the Bench

10. Of all the chapters in the book, which one interests you the most? Why?

The Nature of Science: Understanding how the game is played. IT focuses on “Rules of science” and the nature of science which need to be a big part of a science class that actually focuses on doing science rather than learning facts.

11. Of all the chapters in the book, which one will you probably not read during this course? Why?

Sink or Swim: The Transformative Student Teaching Experience in Science. I am done with my “student teaching,” I don’t need to read about how to effectively use it.

12. What is one section in particular that you would like to discuss further with your content advisor?

Accessible Science education. I need to learn more about accommodating exceptional learners.


 * Instructor Recommendations for Reading:**
 * For Research Essay – I recommend chapters 1,2,5,6,8,9, and 13. Highlight as you read a chapter. Then stop and list your “Top 5 Ideas/Tips” from the chapter. Read only one chapter at a sitting.
 * As you do unit planning, be sure to read chapters 7, 10, 11
 * Read the other chapters as they apply to your situation.