EDEE/ME 4330 Science in Grades EC-6 & 4-8

EDEE/ME 4330 Science in Grades EC-6 & 4-8 Spring 2016 Syllabus

Class Location: Matthews 111 Instructor: Dr. Kelly Feille Time of Class: 004: Thursday 8:00-10:50 Office: Matthews Hall 204-I Office Hours: Monday 11:00-1:30, Thursday 11:00-1:30, Friday 9:00-11:00 Email: [email protected] *Please put your section number in the subject of any email you send to me*

Course Description Subject matter background and material organization for an integrated science program in primary and elementary school. Students experience first-hand the scope and sequence of science education in a primary/elementary/middle school setting. Assignments, directed field experience and other class activities take place on site in an EC-6 school setting. Prerequisite(s): Admission to the teacher education program, which includes participation in a field-based program, EDEE 3320, 3380, all courses in the reading/English/language arts part of the academic major. Required core and academic major science courses and DFEC classes.

Goals and Outcomes Upon successful completion of the course activities students will be able to: 1. Demonstrate an understanding of the true nature of science (NOS). 2. Demonstrate an in-depth understanding of a major conceptual area in science. 3. Demonstrate professional skills, knowledge, and attitudes as outlined in the Texas Teachers Proficiencies. 4. Apply to science lessons the Scientific Principles of the Texas Essential Knowledge and Skills (TEKS) required by the state of Texas. 5. Identify and use the Science Process Skills as an integral part of science lessons. 6. Identify science materials and lessons to address the appropriate Science content contained in the TEKS. 7. Plan, develop, and implement inquiry-learning activities that follow accepted practice of inquiry-based science in the 5E format. 8. Select (and adapt) activities and lessons from various resources to an appropriate style and sequence based on science education research. 9. Organize and manage a safe hands-on approach to science instruction. 10. Make connections between teaching, learning, subject areas, and your own growth as an educator. Science Generalist EC-6 Standards (TEKS)  The science teacher manages classroom, field, and laboratory activities to ensure the safety of all students and the ethical care and treatment of organisms and specimens.  The science teacher understands the correct use of tools, materials, equipment, and technologies.  The science teacher understands the process of scientific inquiry and its role in science instruction  The science teacher has theoretical and practical knowledge about teaching science and about how students learn science.  The science teacher knows the varied and appropriate assessments and assessment practices to monitor science learning.  The science teacher understands the history and nature of science.  The science teacher understands how science affects the daily lives of students and how science interacts with and influences personal and societal decisions.  The science teacher knows and understands the science content appropriate to teach the statewide curriculum (Texas Essential Knowledge and Skills [TEKS]) in physical science.  The science teacher knows and understands the science content appropriate to teach the statewide curriculum (Texas Essential Knowledge and Skills [TEKS]) in life science.  The science teacher knows and understands the science content appropriate to teach the statewide curriculum (Texas Essential Knowledge and Skills [TEKS]) in Earth and space science.  The science teacher knows unifying concepts and processes that are common to all sciences.

Pedagogy and Professional Responsibility Standards (PPR)  Knows and understands the importance of the state content and performance standards as outlined in the TEKS.  Uses the TEKS to plan instruction.  Knows and understands the importance of designing instruction that reflects the TEKS through Grade 6.  Plans instructional activities that progress sequentially and support stated instructional goals based on the TEKS through Grade 6.  Knows the connection between the statewide Texas assessment program, the TEKS through Grade 6, and instruction.  Standard I: Domain I: Competency 001-004 Domain III: Competency 007- 010: The teacher designs instruction appropriate for all students that reflects an understanding of relevant content and is based on continuous and appropriate assessment.  Standard II: Domain II: Competency 005-006: The teacher creates a classroom environment of respect and rapport that fosters a positive climate for learning, equity and excellence.  Standard III: Domain III: Competency 007-010: The teacher promotes student learning by providing responsive instruction that makes use of effective communication techniques, instructional strategies that actively engage students in the learning process and timely and high-quality feedback.  Standard IV: Domain IV: Competency 011-013: The teacher fulfills professional roles and responsibilities and adheres to legal and ethical requirements of the profession.  Technology Applications Standard I: Domain III: Competency 007-010: All teachers use technology-related terms, concepts, data input strategies and ethical practices to make informed decisions about current technologies and their applications.  Technology Applications Standards II: Domain III: Competency 007-010: All teachers identify task requirements, apply search strategies and use current technology to efficiently acquire, analyze and evaluate a variety of electronic information.  Technology Applications Standard III: Domain III: Competency 007-010: All teachers use task-appropriate tools to synthesize knowledge, create and modify solutions and evaluate results in a way that supports the work of individuals and groups in problem-solving situations.  Technology Applications Standard IV: Domain III: Competency 007-010: All teachers communicate information in different formats and for diverse audiences.  Technology Applications Standard V: Domain III: Competency 007-010: All teachers know how to plan, organize, deliver and evaluate instruction for all students that incorporates the effective use of current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills.

Curriculum Topics  Code of Ethics per Chapter 247: Domain II, IV  TEKS organization, structure, and skills: Domain I, III  State assessment of students (STARR Responsibilities): Domain I, II, IV  Curriculum development and lesson planning: Domain I, II, III  Classroom assessment for instruction/diagnosing learning needs: Domain I, III  Instructional technology: Domain I,III  Pedagogy/Instructional strategies: Domain I, III, IV  Differentiated instruction: Domain I, II, III, IV  Classroom Management: Domain II, IV

Communication The official manner of communication outside of class meetings and office hours will be by email to [email protected] (NOT through Blackboard). When sending emails, please attend to the following: 1. Put EDEE 4330 and your section # in the subject line of the email (I may not open it otherwise). 2. Clearly elaborate your question or concern 3. Include your full name at the close of your message Please note: Before you send an email, please make sure you have used due diligence to answer your question yourself. Refer first to assignment instructions, assignment rubrics provided, Blackboard announcements, and your syllabus.  Emails will likely not be responded to after 5:00 pm on weeknights or at all on the weekends. Please plan ahead! Tentative Schedule

Th (004) Topic Assignment Due 21-Jan Course Introduction and NOS

28-Jan NOS Continued (Begin Learning Center Plan)

4-Feb Introduction to Inquiry GAST 1

11-Feb Planning for Inquiry Learning Center Plan Due Quiz 18-Feb Science as Practice Vertical Alignment Physical Science Lesson Plan - 25-Feb FWMSH First Draft Due Inquiry and Assessment 3-Mar Diversity Field Trip Request due Midterm 10-Mar Midterm & Student Conferences Completed Learning Center Plan 17-Mar Spring Break 24-Mar Questioning in Science Microteach Supply lists due Planning and Managing Earth Science Rough Draft. Bring 31-Mar Instruction printed copy to class. 1-Apr Microteach Prep Day 7-Apr Microteaching Earth Science Lesson Due* 14-Apr Microteaching (Alternative Assignment Due)* 21-Apr Microteaching Life Science Lesson Due* 28-Apr Microteaching 5-May Microteaching (Earth Science Corrections Due)* Final Exam Physical Science Microteach Self Reflections due Lesson Plan Due *If your Microteach is scheduled this day, you have 3 additional days to turn in assignments due ** TK20 assignments are bolded. Optional assignments appear in parentheses.

Course Requirements Assignment Possible Points Daily Class Grade (Work completed, attendance, and professionalism) 25% Homework (GAST, NSTA Learning Plan, Vertical Alignment) 15% Quiz 5% Reading Discussion Presentation 10% Lesson Plans (Blackboard & TK20 submission) 25% Physical Science Lesson Plan Final Draft, Life Science Lesson Plan , Earth & Space Science Lesson Plan Microteach 5% Physical Science Draft Lesson Plan (TK20) & Microteaching Self-Reflection Exams 15% Midterm and Final (Cumulative) Total Possible 100% A=90-100% B=80-89.9% C=70-79.9% D=60-69.9% F<60% **All assignments must be completed to earn an A in the course. Your work will be graded on the quality of your work, not the amount of energy/time/money you invested in the assignment. You will be accountable for grammar, usage, mechanics, and structure. All assignments (except those created during class) must be word- processed. Late work is susceptible to a drop in letter grade on each late assignment.

Please see specific assignment instructions for formatting and submittal information. 1. Participation and Professionalism are critical a. Absences and tardies will count toward final grade reduction. After two absences your grade will drop one grade level then another grade level for each subsequent absence. Four absences will result in an administrative drop from the course. b. Tardies: Please arrive within the first 5 minutes of class. Three tardies = one absence c. Complete your assigned readings before coming to class d. Please answer questions and participate in class discussion e. Please avoid social or unrelated conversation, working on other assignments, using your cell phone/checking email/on internet/playing games during class time etc. 2. Class Assignments a. Readings and other activities will be assigned weekly throughout the semester. You will be expected to keep up with these assignments. You may or may not hear me explicitly refer to readings during class. However, you have been asked to read what I feel is important and valuable for your development as a teacher. You should expect to see any and all content referred to on quizzes and exams. b. In small groups (2-3 students), you will be assigned a reading which you will lead a class discussion over to help your classmates further understand the content. You may choose any appropriate format for your discussion (learning activities, presentations, handouts, etc are all encouraged) and you must include a short assessment piece (1-5 questions) and a one page summary page for your classmates. Your discussion presentation will be graded using peer-review responses as well as assessment by the instructor based on content coverage, class engagement, and value added. You will have no more than 15 minutes. c. NSTA Learning Center Learning Plan. To be completed per assignment instructions. d. Quizzes will be over course reading materials and class activities and discussions. You should not expect a review for quizzes. Summary sheets, provided PowerPoints, and your own course notes should provide your study guide. e. Daily grades will be awarded over work done in class (some of which may require finishing at home). 3. Science 5E Lesson Plan Development (TK 20 Assignments) a. Physical Science Lesson Plan (Draft and Final) a.i. Topic chosen from approved list provided by instructor a.ii. Must include Concept Map b. Earth Science Lesson Plan with Technology or Fine Arts integration b.i. Topic chosen in class exercise from supporting/readiness TEKS b.ii. Must include Concept Map c. Life Science Lesson Plan with Literary or Fine Arts integration c.i. Topic chosen by student from single grade level and supporting/readiness TEKS c.ii. Must include Concept Map 4. Science Lesson Presentation a. Content teaching in the methods classroom using the 5E model. b. You will have approximately 30 minutes to teach a portion of your Physical Science 5E lesson. Your lesson should focus on student-engagement, questioning, and include some method of assessment. 5. Midterm & Final a. Cumulative Exams that will assess your science content and pedagogical understanding. Materials (and others as assigned)

Textbook (Optional): Peters, J. M. & Stout, D. L. (2011). Science in Elementary Education: Methods, Concepts, and Inquiries. Pearson. 11th Ed. ISBN-13: 978-0-13-503150-6 (pbk.)

Because a textbook is not required for this course, it is strongly encouraged that you become a pre-service member of NSTA. Membership costs $39 for one year. Registration information can be found at http://www.nsta.org/membership/individual.aspx

This course requires an assignment that must be uploaded and graded in the UNT TK20 Assessment System. This will require a one-time purchase of TK20. Student subscriptions will be effective for seven years from the date of purchase. Key assessments must be uploaded into the TK20 system for instructors to assess. Please go to the following link for directions on how to purchase TK20: http//www.coe.unt.edu/tk20 Contact the TK20 Administrator with any TK20-related questions or problems.

Articles and Readings: 1. Bower, J. M. (2005). Scientists and Science Education Reform: Myths, Methods, and Madness. National Academy of Sciences: http://www.nas.edu/rise/backg2a.htm 2. Prince, M. J. & R.M. Felder, R. M. (2007). The Many Faces of Inductive Teaching and Learning. J. College Science Teaching, 36(5), 14-20. 3. Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140-145. (Additional articles as assigned…)

Internet Resources: 1. STAAR, TEKS and Safety Information: Scroll down to Science and select Grades 5 and 8. (download and print copies as needed) http://www.tea.state.tx.us/student.assessment/staar/ http://www.nsta.org/portals/safety.aspx#elem http://www.csss-science.org/downloads/scisaf_cal.pdf http://www.nsta.org/pdfs/SafetyInTheScienceClassroom.pdf

2. University of Texas Dana Center. The Dana Center provides Texas education leaders with new knowledge about teaching and learning. We also support K–12 teachers and leaders working to implement high academic standards for all students. http://www.utdanacenter.org/

3. Science Toolkit. Provide resources to help teachers implement the Texas Essential Knowledge and Skills (TEKS) and strengthen mathematics and science education in Texas. http://www.utdanacenter.org/sciencetoolkit/index.php

4. NSTA Learning Center http://learningcenter.nsta.org/ Policy Statements

The Educator as Agent of Engaged Learning:

Improving the quality of education in Texas schools and elsewhere is the goal of programs for the education of educators at the University of North Texas. To achieve this goal, programs leading to teacher certification and advanced programs for educators at the University of North Texas 1) emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines, 2) incorporate the Texas Teacher Proficiencies for learner centered education, 3) feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and 4) respond to the rapid demographic, social, and technological change in the United States and the world.

The educator as agent of engaged learning summarizes the conceptual framework for UNT's basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner centered practice. "Engaged learning" signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. "Engaged learning" features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life-long learning. In our work of developing educators as agents of engaged learning, we value the contributions of professional development schools and other partners and seek collaborations which advance active, meaningful, and continuous learning.

Seeing the engaged learner at the heart of a community that includes educators in various roles, we have chosen to describe each program of educator preparation at UNT with reference to the following key concepts, which are briefly defined below.

1. Content and curricular knowledge refer to the grounding of the educator in content knowledge and knowledge construction and in making meaningful to learners the content of the PreK-16 curriculum. 2. Knowledge of teaching and assessment refers to the ability of the educator to plan, implement, and assess instruction in ways that consistently engage learners or, in advanced programs, to provide leadership for development of programs that promote engagement of learners. 3. Promotion of equity for all learners refers to the skills and attitudes that enable the educator to advocate for all students within the framework of the school program. 4. Encouragement of diversity refers to the ability of the educator to appreciate and affirm formally and informally the various cultural heritages, unique endowments, learning styles, interests, and needs of learners. 5. Professional communication refers to effective interpersonal and professional oral and written communication that includes appropriate applications of information technology. 6. Engaged professional learning refers to the educator's commitment to ethical practice and to continued learning and professional development.

Through the experiences required in each UNT program of study, we expect that basic and advanced students will acquire the knowledge, skills, and dispositions appropriate to the educational role for which they are preparing or in which they are developing expertise.

A broad community stands behind and accepts responsibility for every engaged learner. UNT supports the work of PreK-16 communities through basic and advanced programs for professional educators and by promoting public understanding of issues in education.

Ethical Behavior and Code of Ethics: The Teacher Education & Administration Department expects that its students will abide by the Code of Ethics and Standard Practices for Texas Educators (Chapter 247 of the Texas Administrative Code www.sbec.state.tx.us) and as outlined in Domain IV: Fulfilling Professional Roles and Responsibilities of the Pedagogy and Professional Responsibilities (PPR) Texas Examination of Educator Standards (TExES); and as also addressed in codes of ethics adopted by professionals in the education field such as the National Education Association (NEA) and the American Federation of Teachers (AFT).

Submitting Work: All assignments will be submitted via Blackboard Learn. Assignments posted after the deadline will be considered late and points will be deducted from the final grade. The amount of points may vary depending on the assignment. Late exam submissions will lose one point per minute late. Late assignments may lose up to 10 points per day.

Grading and Grade Reporting: Grading rubrics for all assignments can be found on the course Blackboard Learn website with the assignment. Students are encouraged to review the grading rubrics to guide them in successfully completing all assignments.

Writing Policy: Teachers are judged on the accuracy of everything they write, whether it is a letter to parents or an email to a principal or a worksheet for students. Your written products – including, but not limited to, papers, lesson plans, and emails – should include appropriate and accurate spelling, grammar, punctuation, syntax, format, and English usage. You should expect that all assignments will be evaluated on these writing skills, in addition to any other expectations of a particular assignment.

Written Assignments: All assignments within this course will utilize APA (6th Ed.) formatting guidelines. All assignment will be uploaded to BlackBoard in the designated “Assignments” section. The UNT Writing Lab (Auditorium Building, 105) offers one-on-one consultation to assist students with their writing assignments. To use this resource, call (940) 565-2563 or visit https://ltc.unt.edu/labs/unt-writing-lab-home Teacher Education & Administration Departmental Policy Statements

Disabilities Accommodation: “The University of North Texas complies with Section 504 of the 1973 Rehabilitation Act and with the Americans with Disabilities Act of 1990. The University of North Texas provides academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring accommodation, please see the instructor and/or contact the Office of Disability Accommodation at 940-565-4323 during the first week of class.”

Observation of Religious Holidays: If you plan to observe a religious holy day that coincides with a class day, please notify your instructor as soon as possible.

Academic Integrity: Students are encouraged to become familiar with UNT’s policy on Student Standards of Academic Integrity: http://policy.unt.edu/sites/default/files/untpolicy/pdf/7- Student_Affairs-Academic_Integrity.pdf Academic dishonesty, in the form of plagiarism, cheating, or fabrication, will not be tolerated in this class. Any act of academic dishonesty will be reported, and a penalty determined, which may be probation, suspension, or expulsion from the university.

Acceptable Student Behavior: Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Dean of Students to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at https://deanofstudents.unt.edu/conduct

Attendance: See the instructor’s attendance policy.

Eagle Connect: All official correspondence between UNT and students is conducted via Eagle Connect and it is the student's responsibility to read their Eagle Connect Email regularly.

Cell Phones and Laptop: Students should turn off cell phones when they are in class unless the phones are being used for learning activities associated with the course.

SPOT: The SPOT is expected for all organized classes at UNT. This brief online survey will be made available to you at the end of the semester, providing you a chance to comment on how this class is taught. I am very interested in the feedback I get from students, as I work to continually improve my teaching. I consider the SPOT to be an important part of your participation in this class.

Collection of Student Work: In order to monitor students' achievement, improve instructional programs, and publish research findings, the Department of Teacher Education and Administration collects anonymous student work samples, student demographic information, test scores, and GPAs to be analyzed by internal and external reviewers.

TK20: Some undergraduate and graduate education courses require assignments that must be uploaded and assessed in the UNT TK20 Assessment System. This requires a one-time purchase of TK20, and student subscriptions are effective for seven years from the date of purchase. Please go to the following link for directions on how to purchase TK20: http://www.coe.unt.edu/tk20- campus-tools Announcements regarding TK20 will also be posted on this website. Comprehensive Arts Program Policy. The Elementary Education program area supports a comprehensive arts program to assist preservice and inservice teachers to design and implement curricular and instructional activities which infuse all areas of the arts (visual, music, theater, and movement) throughout the elementary and middle school curriculum.

Technology Integration Policy. The Elementary, Secondary, and Curriculum & Instruction program areas support technology integration to assist preservice and inservice teachers to design and implement curricular and instruction activities which infuse technology throughout the K-12 curriculum.

TExES Test Preparation. To meet state requirements for providing 6 hours of test preparation for teacher certification candidates, the UNT TExES Advising Office (TAO) administers the College of Education TExES Practice Exams. Students who want to take a practice exam should contact the TAO (Matthews Hall 103). Students may take up to two exams per session that relate to their teaching track/field at UNT. Students should also plan accordingly, as they are required to stay for the entire testing period. Current students must meet the following criteria in order to sit for the TExES practice exams: Students must (1) be admitted to Teacher Education, (2) have a certification plan on file with the COE Student Advising Office, and (3) be enrolled in coursework for the current semester. For TExES practice exam information and registration, go to: http://www.coe.unt.edu/texes-advising-office/texes-exams If you need special testing accommodations, please contact the TAO at 940-369-8601or e-mail the TAO at [email protected]. The TAO website is www.coe.unt.edu/texes. Additional test preparation materials (i.e. Study Guides for the TExES) are available at www.texes.ets.org

“Ready to Test” Criteria for Teacher Certification Candidates. Teacher certification candidates should take the TExES exams relating to their respective certification tracks/teaching fields during their early-field-experience semester (i.e. the long semester or summer session immediately prior to student teaching).

Six Student Success Messages. The Department of Teacher Education & Administration supports the six student success messages on how to succeed at UNT: (1) Show up; (2) Find support; (3) Take control; (4) Be prepared; (5) Get involved; and (6) Be persistent. Students are encouraged to access the following website: https://success.unt.edu. The site contains multiple student resource links and short videos with student messages. Science Lesson Presentation EDEE 4330 and EDME 4330 Purpose:

This activity will give you a “behind the scenes” look at teaching on your own to reveal the hidden work and effort involved. From your perspective as a student, teaching may look easy. After all, an effective teacher should make teaching look easy. As a student you do not see what went into the planning of the lesson. You also do not see what was required by the teacher to make the delivery seem easy.

What to do:

Select a TEKS that is a readiness or support standard from the list provided by the instructor. Teach a 30 minute section of your lesson to the class. You will take on the role of the teacher and teach the class members as if they were the grade level students. For example, if the lesson is for 4th graders, then you will be a 4th grade teacher and the class members will be the 4th graders. The portion you teach must include Engage, Explore, and Explain. The explore and explain may be abbreviated to fit the allotted time.

Preparation:

The lesson that you prepare will include a number of elements such as a hands-on activity for the class, a concept map, and an assessment. This is a comprehensive, detailed lesson plan that could be given to anyone and taught without interaction from you. Use the TK20 rubric and the checklist that follows as you design and construct the lesson plan.

5 E Lesson Plan Checklist Includes appropriate TEKS (including supporting or process skill TEKS) 1-3 Objective(s) are displayed and uses the Mager objective template Essential questions match objective and represent how the topic fits within the “Big Idea” Objective(s) are aligned with TEKS

Engage – Assesses prior knowledge, including misconceptions Engage – Captures attention and focuses attention on the topic Engage – Connects Engage seamlessly with the Explore learning activity

Explore – Student centered activity, not like a Madeline Hunter direct instruction lesson Explore – Uses a hands on learning experience and is inquiry based Explore – Activity is sufficiently rigorous, but can be navigated by the student. Teacher guides. Explore – Connects a concrete learning experience to abstract knowledge Explore – Activity worksheet is included

Explain – Concept map accurately portrays the content and connections to be learned Explain – Guiding questions are written directly from the Explore learning experience. Explain – Includes answers key in red font for essential questions

Elaborate – Describes additional activities using a different context or deepens understanding Elaborate – States world connections to the topic that are relevant to the student

Evaluate – Assessment is included Evaluate – Answer key is provided. Key uses red font. Authentic assessments require a rubric Evaluate – Includes at least two personal reflections about learning during the Explore Logistical Considerations: 1. TAKE CHARGE: On the day of your presentation you will have no less than 25 but no more than 30 minutes to set up materials, present and conduct the hands-on activity, provide closure using the concept map and arrange for the return/removal of all materials. 2. TAKE CHARGE AGAIN: At the end of the lesson, you will administer the assessment to the cohort participants. You will grade the Evaluate and provide a reflection when you submit the lesson plan after your presentation. 3. Following your lesson we will conduct a review of your lesson. The peer assessment document will be completed by members of the cohort, given to the presenter, and used in the write of up of the lesson reflection What is the purpose of the plus/delta? 1. To have everyone consider what went well or what could be changed to improve the processes in the learning and implementation of the lessons. 2. To review a project eliciting comments from anyone who wishes to give a comment(s) 3. To open communication and facilitate the creation of a community of learners *comments must be positive, …'unconditionally constructive'

Deliverables: On the date of your lesson presentation, you will need to provide:  For students: Copies of lab sheets or student hand-outs, student assessment with peer evaluation questions (you will grade the assessment and submit student grades to instructor one week after your Microteach), and your completed concept map (If you require copies to be made by instructor, they must be submitted in their entirety by email at least one week before your MicroTeach).  For instructor: Your most recent draft of your lesson plan, hand-out sheet of PowerPoint slides or prezi, student hand-outs, assessment (with key), and completed concept map that demonstrates your content understanding.

Exactly one week following the presentation, the final draft of your 5E lesson plan and presentation slides must be uploaded to TK20 by midnight. No late lessons are accepted. Upload only one pdf file (not multiple files). Verify what is uploaded to TK20 to make sure the right files are uploaded.

TK20- Submission Checklist Final draft of lesson plan (see check list above) PowerPoint/Prezi slides must be 6 slides/page and attached to the end of the lesson plan Any student handouts, lab sheets, etc. Completed, teacher-created concept map to demonstrate content knowledge All files should be uploaded as a single pdf Microteaching Self-Reflection

Use the comments from the Peer Evaluations of your Microteaching Lesson to write your Microteaching Self-Reflection

A. Pre-Instruction Reflection [Write an introductory paragraph that briefly summarizes your lesson. This paragraph will include the following: 1. The purpose of the lesson 2. The learning objectives and language objectives 3. Connections to standards/TEKS

4. Which parts of the lesson led to engagement and student learning]

B. Action Phase of Teaching [A response to the question “Which parts of the lesson led to engagement and student learning?”]

C. Post-Instruction Reflection My Teaching Strength [Describe one strength of your teaching/lesson with evidence respectively] My Teaching Weakness [Describe one weakness of your teaching/lesson with evidence respectively.] Improvements [A response to the question “How can I increase student learning, engagement, etc. next time I teach this lesson”] Conclusion [The Conclusion must include the following: 1. A response to the question “What did you learn from teaching this lesson that can apply to other lessons?” 2. Details of at least 2 teaching suggestions to improve the lesson you taught in class.]

0 5 10 15 20 Missing three of the Missing two of the Missing one of the All of the following All of the following following elements: following elements: following elements: elements are present elements are clearly A. Pre-Instruction A. Pre-Instruction A. Pre-Instruction but lack sufficient detailed, elaborated, Reflection; Reflection; Reflection; detail and support and supported B. Action Phase of B. Action Phase of B. Action Phase of (evidence) using peer (evidence) using peer Teaching; Teaching; Teaching; feedback, personal feedback, personal reflection, and lesson reflection, and lesson Post-Instruction Post-Instruction Post-Instruction C. C. C. plan components: plan components. Reflection Reflection Reflection *(post- *(post- *(post- A. Pre-Instruction A. Pre-Instruction instruction instruction instruction Reflection; Reflection; reflection using reflection using reflection using B. Action Phase of B. Action Phase of peer feedback and peer feedback and peer feedback and Teaching; Teaching; personal personal personal C. Post-Instruction C. Post-Instruction reflection). reflection). reflection). Reflection Reflection *(post- *(post- instruction instruction reflection using reflection using peer feedback and peer feedback and personal personal reflection). reflection).

0 5 Writing is Writing is coherent with incoherent with a no grammatical errors. number of grammatical errors.

Total (25 points) Teacher: Date: District: Subject Area: Please List Grade Level: Please List Unit Title: Please List TEKS: List the appropriate TEKS (Science content, Science Process Skills, AND Fine Arts/Literacy if appropriate) Big Ideas (Science Content: Definitions, Facts, Process/Integrated Skills, Explanations, etc.) Describe the Science Content only. Learning Objective(s): Make sure the objectives are measurable. At least 3 objectives must be listed. Language Objective(s): Must include the following actions: reading, writing listening, speaking. Assessments: Diagnostic Assessment/s: List the name/s of the diagnostic assessment/s. Formative Assessments: List the name/s of the formative assessment/s. Must include at least one each for Explore, Explain, and Elaborate sections of lesson plan. Summative Assessment (Must include a Rubric): List the name of the summative assessment and include a rubric. 5 E Teaching Model: Engage Must include Safety Rules and Regulations must be listed when appropriate discrepant event and assess students’ prior knowledge. Safety Rules and Regulations must be listed Explore Must include an inquiry activity and probing questions with expected student responses. Safety Rules and Regulations must be listed Explain Must include Students’ Explain Activity. Must include Teacher Explanation (Lectures/Direct Instruction must include PowerPoint Slides; Concept Maps, etc.). Elaborate Must include an activity/activities within which students will apply their constructed science knowledge and probing questions with expected student responses. Evaluate Must include a summative assessment with rubrics/answer scheme, etc.

Science Lesson Plan Template

Language Modification(s): Must relate to ELPS. List the ELL strategies: Word Wall, etc. Special Needs Modifications: Must list the special needs and appropriate accommodation. Include GT modifications Materials and Resources: List all materials. Include safety concerns, when needed. Technology: List appropriate NETS for Teachers and Students. UNT Lesson Plan: Use this for All Science Lesson Plans Objectives Written According to Mager’s Format

Mager’s behavioral objectives have three parts: 1. An observable behavior 2. The conditions under which the behavior will occur 3. Criteria for acceptable performance

Examples of objectives written according to Mager’s format are listed in the following table: Objective Condition Performance Criteria Given a list of Given a list of Identify Each sentences, the sentences student will identify the adjective in each sentence. Given 10 problems Given 10 problems Solve 7 of 10 involving subtraction with regrouping, the student will correctly solve 7. Given a ruler and Given a ruler and a Construct Within 1° compass, the compass student will construct the bisector of an angle to within 1° Lesson Plan Evaluation Checklist Ideas and Indicators Identifies display of TEKS Describes science content addressed by TEKS completely and in detail At least three learning objectives written in Mager’s format Language objectives identified using ELPS, one for speaking, writing, reading, and listening Lesson is aligned with TEKS Additional Components Includes descriptive and appropriate modifications for ELL, SPED, and GT students. Safety procedures and equipment are described and noted at all appropriate points throughout lesson Appropriate fine arts/technology/literacy integration supports student understanding and student-generated questions. Single document submitted (not multiple documents) Student handouts, PowerPoint, Lab sheets, etc. included Assessment Plan Describes diagnostic assessment during Engage At least one formative Assessment during Explore described At least one formative assessment during Explain described At least one formative assessment during Elaborate described Summative assessment described and mastery levels identified Engage Captures students’ attention with a discrepant event Assesses and responds to prior knowledge and misconceptions Invites students to share what they think and raise their own questions through probing questions Connects to TEKS and appropriate Explore student activities Written clearly and concisely, organized well and thought out. Explore Student centered (not lecture) Teacher acts as a guide and includes probing questions with expected student responses for during activity Involves at least 50% student interaction (Groups or stations rather than whole-class activity or observation) Includes enough explanation (e.g., worksheet, lab) to enable students to navigate independently Inquiry based, allows students to discover/explore content without Teacher explanation of content Includes direct concrete experience with the concept Connects with TEKS and lesson objectives Organized and well thought out. Timing of lesson is considered and described Explain Has students explain concept using experiences and data from Engage and Explore Teacher and students interact during Explain through questioning and concept clarification Information from Explore is analyzed by students AND teacher Concept map and content description are appropriate Includes a list of essential questions with answer key Teacher clarifies information and shares scientific concept Teacher listens critically and responds to explanation from students Teacher uses recorded observations from students during explanation Organized and well thought out. Written clearly and concisely. Teacher content understanding is obvious. Elaborate Student centered and directed Focuses students’ attention on conceptual connections between new and former experiences Activities encourage students to use what they have learned to explain a new idea Reinforces students’ use of scientific terms and descriptions previously introduced Includes questions that help students draw reasonable conclusions from evidence and data Organized and well thought out. Timing is considered and described. Evaluate Appropriate preplanned assessment that evaluates student understanding of the content Rubric/Checklist/Key is appropriate and measures content understanding Authentic measurement of student learning Student centered – allows students to reflect on their learning Organized and well thought out. Written clearly and concisely. Overall Grade A: Exceeds expectations, meets all requirements and goes beyond minimum B: Meets expectations C: Adequate, does not meet all expectations D: Insufficient. Severely lacking F: Unacceptable