10-522-120IA: Techniques for Science
Course Information
Description
The course is an introduction to the content and processes of science. Strategies of teaching science will be studied and practiced and will prepare you in assisting the classroom teacher in group and individual activities in science. Current science processes, strategies, procedures, assessment options and factors affecting science learning will be explored.
Total Credits
3
Course Competencies
  1. Examine factors that influence science instruction.
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner indicates his/her personal attitudes and beliefs about science.
    learner shares how personal experiences have influenced his/her attitudes and beliefs about science.
    learner describes the impact of educators' attitude toward science on student attitudes, behaviors, and performance in the classroom.
    learner lists and describes three specific things that an educator/instructional assistant can do that will demonstrate to students a positive attitude regarding science.
    learner describes the influences of standards on science instruction.
    learner describes the influences of technology on science instruction.

  2. Evaluate how children learn science.
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner identifies a model of learning (Behaviorist, Constructivist) and provides an example of what this would look like in a science classroom.
    learner describes prior knowledge, why it is important in learning, and provides an example of what this would look like in a science classroom.
    learner describes discovery learning and provides an example of what this would look like in a science classroom.
    learner provides examples of brain-based learning and their influence in a science classroom.

  3. Apply the processes of science.
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    Product addresses one or more of the science process skills (observing, classifying, inferring, measuring, communicating, predicting, hypothesizing, experimenting).
    Product determines if product used is developmentally appropriate.
    Product includes materials, concise directions, safety measures.
    Product summary report includes a product description.
    Product summary report includes a clearly stated and observable target learning objective.
    Product summary report relates product to a science standard.

  4. Examine the inquiry process in science.
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner includes a detailed description of a lesson plan found either online or from another source.
    learner describes how the lesson plan meets the features of inquiry.
    learner describes how the lesson plan meets the steps of either the Guided Discovery or 5-E model of instruction.
    learner describes how the lesson plan could be modified to better correspond with either the Guided Discovery or 5-E model of instruction.
    learner explains the role of an instructional assistant in the presentation of this lesson plan.
    learner cites source of lesson plan.

  5. Use questioning strategies in relation to science instruction.
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner defines strategic questioning.
    learner describes and provides three examples of closed questions and three examples of open questions as directed.
    learner describes why a question should be asked that creates motivation and interest and provides one example as directed.
    learner describes why a question should be asked that assess prior knowledge and provides one example as directed.
    learner describes questioning to guide discussion of observations. Response indicates the purpose of this type of questioning and provides one example as directed.
    learner describes the three major ways to respond strategically to student ideas and for each major category, describes the different types of responses.
    learner describes five considerations that should be used in questioning. Description indicates the purpose of each consideration.

  6. Analyze science assessment options.
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner explains what is meant by "assessment" and lists three purposes of assessment in science classrooms.
    learner describes diagnostic assessment and indicates when and why this type of assessment is done.
    learner describes formative assessment and indicates when and why this type of assessment is done.
    learner describes summative assessment and indicates when and why this type of assessment is done.
    learner describes traditional assessment, indicates when it would be most appropriate to use this form of assessment, and provides three examples that could be used in a science classroom.
    learner describes performance assessment, indicates when it would be most appropriate to use this form of assessment, and provides three examples that could be used in a science classroom.

  7. Plan procedural tasks to address safety concerns in a science classroom.
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner identifies three preparations necessary for a science activity.
    learner predicts three potential problems that may arise during a science activity.
    learner identifies appropriate materials for a science activity.
    learner describes effective material distribution for a science activity.
    learner states their role regarding safety in the science classroom.
    learner identifies four safety guidelines according to the NSTA's current position statement on safety and school science instruction that could apply to the given science activity.

  8. Ensure equality for all students in science education.
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner includes reference to different categories of diverse learners (gender, culture/language backgrounds, disability and/or giftedness.)
    learner lists and describes three specific actions/behaviors an educator/instructional assistant can do that will encourage all students to achieve in science.
    learner includes ideas and concepts from previous competencies in the class into their philosophy statement.
    learner includes an appropriate quote.