B.S. Elementary Ed - Emphasis in English(LP)

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EED 323

Curriculum Theory and Methods – Science
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Module 6

Reflection Journaling
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Autumn Trees (Lg.)

By performing a small animal study and journal project I have learned how I can use observations and Journaling to teach students about science processes using the constructivist approach. By implementing these tools in my classroom science classes students will begin to build from their current knowledge and follow their interests in research which supports true learning. The concept map allowed demonstrated that students need visuals in science to develop questions and see how they result in answers. As a teacher concept mapping will help in lesson planning.
Section I: CANDIDATE PERFORMANCE
Standard 1: Candidate Knowledge, Skills, and DispositionsCandidates preparing to work in schools as teachers or other professional school personnel know and demonstrate the content, pedagogical, and professional knowledge, skills, and dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.
Element: Content Knowledge for Teacher Candidates (Initial and Continuing Preparation of Teachers)
UNACCEPTABLE Teacher candidates have inadequate knowledge of subject matter that they plan to teach and are unable to give examples of important principles or concepts delineated in professional, state, and institutional standards.
ACCEPTABLE Teacher candidates know the subject matter that they plan to teach and can explain important principles and concepts delineated in professional, state, and institutional standards.
TARGET Teacher candidates have in-depth knowledge of the subject matter that they plan to teach as described in professional, state, and institutional standards. They demonstrate their knowledge through inquiry, critical analysis, and synthesis of the subject.
Element: Pedagogical Content Knowledge for Teacher Candidates (Initial and Continuing Preparation of Teachers)
UNACCEPTABLE Teacher candidates do not understand the relationship of content and pedagogy delineated in professional, state, and institutional standards in a way that helps them develop learning experiences that integrate technology and build on students’ cultural backgrounds and knowledge of content so that students learn.
ACCEPTABLE Teacher candidates have a broad knowledge of instructional strategies that draws upon content and pedagogical knowledge and skills delineated in professional, state, and institutional standards to help all students learn. They facilitate student learning of the subject matter through presentation of the content in clear and meaningful ways and through the integration of technology.
TARGET Teacher candidates reflect a thorough understanding of pedagogical content knowledge delineated in professional, state, and institutional standards. They have in-depth understanding of the subject matter that they plan to teach, allowing them to provide multiple explanations and instructional strategies so that all students learn. They present the content to students in challenging, clear, and compelling ways and integrate technology appropriately.
AZ- Arizona's Professional Teacher Standards
Standard 7: The teacher has general academic knowledge as demonstrated by the attainment of a bachelor's degree. The teacher also has specific academic knowledge in his or her subject area or areas sufficient to develop student knowledge and performance to meet Arizona's academic standardsThe subject knowledge assessment shall measure the extent to which the teacher has knowledge of:
Assessed performance 1: Skills and concepts related to the subject area
Required knowledge a: At the elementary level, the teacher demonstrates knowledge of language arts and reading, math, science, social studies, and fine arts.
Assessed performance 2: Major facts and assumptions that are central to the discipline
Assessed performance 3: Debates and the processes of inquiry that are central to the discipline
Assessed performance 4: Integration of disciplinary knowledge with other subject areas
Assessed performance 5: Connections between knowledge of the subject area and real life situations at the level of the students being taught
NJ- New Jersey Core Curriculum Content Standards
Subject: Language Arts Literacy (Prior to the adoption of Common Core standards)
Standard 3.2: WRITING - ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Range/Grade Level: By the end of Grade 4
Strand A: Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Cumulative Progress Indicator 3: Use strategies such as reflecting on personal experiences, reading, doing interviews or research, and using graphic organizers to generate and organize ideas for writing.
Cumulative Progress Indicator 8: Use a variety of reference materials to revise work, such as a dictionary, thesaurus, or internet/software resources.
Strand D: Writing Forms, Audiences, and Purposes (exploring a variety of forms)
Cumulative Progress Indicator 10: Use a variety of strategies to organize writing, including sequence, chronology, and cause/effect.
Cumulative Progress Indicator 15: Develop a collection of writings (e.g., a literacy folder, a literacy portfolio).
Subject: Science (Adopted July 2, 2002)
Standard 5.1: (SCIENTIFIC PROCESSES) ALL STUDENTS WILL DEVELOP PROBLEM-SOLVING, DECISION-MAKING AND INQUIRY SKILLS, REFLECTED BY FORMULATING USABLE QUESTIONS AND HYPOTHESES, PLANNING EXPERIMENTS, CONDUCTING SYSTEMATIC OBSERVATIONS, INTERPRETING AND ANALYZING DATA, DRAWING CONCLUSIONS, AND COMMUNICATING RESULTS.
Range/Grade Level: By the end of Grade 4
Strand A: Habits of Mind
Cumulative Progress Indicator 1: Raise questions about the world around them and be willing to seek answers through making careful observations and experimentation.
Cumulative Progress Indicator 2: Keep records that describe observations, carefully distinguish actual observations from ideas and speculations, and are understandable weeks and months later.
Strand B: Inquiry and Problem Solving
Cumulative Progress Indicator 1: Develop strategies and skills for information–gathering and problem-solving, using appropriate tools and technologies.
Standard 5.3: (MATHEMATICAL APPLICATIONS) ALL STUDENTS WILL INTEGRATE MATHEMATICS AS A TOOL FOR PROBLEM-SOLVING IN SCIENCE, AND AS A MEANS OF EXPRESSING AND/OR MODELING SCIENTIFIC THEORIES.
Range/Grade Level: By the end of Grade 8
Strand A: Numerical Operations
Cumulative Progress Indicator 1: Express quantities using appropriate number formats, such as: · decimals. · percents. · scientific notation.
Standard 5.4: (NATURE AND PROCESS OF TECHNOLOGY) ALL STUDENTS WILL UNDERSTAND THE INTERRELATIONSHIPS BETWEEN SCIENCE AND TECHNOLOGY AND DEVELOP A CONCEPTUAL UNDERSTANDING OF THE NATURE AND PROCESS OF TECHNOLOGY.
Range/Grade Level: By the end of Grade 6
Strand B: Nature of Technology
Standard 5.8: (EARTH SCIENCE) ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE STRUCTURE, DYNAMICS, AND GEOPHYSICAL SYSTEMS OF THE EARTH.
Range/Grade Level: By the end of Grade 4
Strand B: Atmosphere and Water
Cumulative Progress Indicator 3: Observe weather changes and patterns by measurable quantities such as temperature, wind direction and speed, and amounts of precipitation.
Cumulative Progress Indicator 5: Observe that rain, snow, and other forms of precipitation come from clouds, but that not all clouds produce precipitation.
Cumulative Progress Indicator 6: Recognize that clouds and fog are made of tiny droplets of water and possibly tiny particles of ice.
File Attachments:
  1. Small Animal Journal Small Animal Journal
    Concept map and reflection of small animal observation.

Module 8

Science Lesson Plan
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Schoolgirl (Lg.)

This lesson plan demonstrates my ability to create a lesson plan based on the model required. The plan is modeled after the Madiline Hunter plan and is for use with a kindergarten class for a hour lesson on the human body.
File Attachments:
  1. Lesson Plans and Reflection Lesson Plans and Reflection
    Lesson Plans based on the Madeline Hunter Format.
    Arrow Close Show associated standards
Author: Michelle Susanen
Last modified: 01/21/2010 5:32 AM (EST)