Chapter 12: Planning and Teaching Science Lessons

Objectives:1. Critique examples of science lessons

2. Examine pedagogical content knowledge

3. Discuss relevance, interest, and content of lessons

4. Discuss methodology, instructional strategies, and teaching skills related to science instruction

5. Develop short and long-form lesson plans

I. Introduction to Science Lesson PlanningA. Challenge: we can’t just tell students terms and facts

1. We must explain science and technology concepts

2. We must give students opportunities to use the concepts

3. We must help student find personal meaning that they can apply to their daily lives

4. We must engage all of the students, not just the “science types”

B. Effective Instructional Strategies Exist1. Demonstrations, labs, homework problems, lectures, discussions

2. Questioning, wait time, and follow ups

3. Engaging activities help all students participate

4. Student Learning is more important than content coverage

5. Just knowing the content doesn’t mean you will teach it well

6. Understanding and using effective instructional strategies will help you be a “science teacher” rather than “someone who knows science”

II. Planning Science LessonsA. Pedagogical Content Knowledge

1. Most college science courses are lecture dominated

2. Science educators may tend to model the same style

3. Public schools have different goals and environments than college

4. Effective science teachers possess pedagogical content knowledge = understanding of content and how to teach it; having an extensive array of instructional methods and knowing when to use them, they know the “nature of the learner”.

5. Science content must be taught with an organization, complexity, detail, and relevance that communicate to students that they can learn the material and that they want to learn the material

B. Identifying the Content of the Lesson1. First step in Planning a Lesson

2. Typical target: Terms (cellular structures or compound names)

3. Better Idea: what about my lesson could get students interested?

4. Example: Biology lesson on cellsa. Parts of the cell are typically defined and memorizedb. More interesting might be to start with functions of cells

i. Students will be able give some examples right awayii. Transport oxygen, communicate pain, eggs and sperm, etc…

5. Example: Chemistry lesson on atomsa. Typical: define nucleus, electron, etc…b. More interesting: properties of atoms

i. Give off light, have weight, combine to make new thingsii. Again, students will be able to contribute and relate from the start

C. Sources of Effective Pedagogical Content Knowledge1. Effective Science Teachers: observing, student teaching, practicum2. Science Textbooks

a. Publishing companies research activities, demonstrations, techniquesb. Supplementary materials can be very valuable

3. Innovative Curriculum Materials: discussed in Chapter 24. Internet: professional societies, government labs, museums,

etc…5. Science education catalogs or supply companies

D. Instructional Objectives1. Describe what the learner should know or be able to do

2. Should be specific enough to be observed and measured

3. Domainsa. Cognitive: intellectual ability like recall, comprehension, problem solving

b. Affective: attitudes, beliefs, interests, values

c. Psychomotor: motor skills and hand-eye coordination (laboratory skills)

4. Don’t confuse with Instructional Activities (how you teach them)a. Listening to a lecture doesn’t mean the students comprehend it

b. Watching a demonstration doesn’t mean students can perform the skill

5. Criteria to consider when writing objectivesa. Choose the most critical or important content

b. Focus on student learning

c. Describe what they should know, believe, or be able to do

d. Make sure objectives are observable/measurable by an assessment

6. Mager’s (1984) characteristics of clear objectivesa. Performance: specific observable behaviors

b. Condition: what the learner will be given or denied when measuring

c. Criterion: minimum level of acceptable performance specified

7. Example: Lesson on Radiationa. Focus on important information about radiation

b. Include three components

c. “Given a vignette describing the number of rems received by an adult working near a radiation accident, write a paragraph indicating harmful health effects to the worker from radiation exposure and explain your assessment”

i. Connection with health makes this relevant to the student

ii. Performance = “write a paragraph”

iii. Condition = “given a vignette…”

iv. Criteria = “indicating harmful effects…explain your assessment”

8. Evaluate these sample objectivesa. Given actual items or pictures of household cleaning products,

estimate the pH to within 1 unit of their actual pH values.

b. Write a report on cloning.

c. Compute the speed of a moving object, given the distance it travels and the time it takes to go a certain distance.

E. Selecting the Pedagogy for a Lesson1. Importance of choosing teaching techniques

a. Method of instruction can make or break a lesson

b. Engaging the students initially and continually is key

c. Keep students on task

d. Provide opportunity for assessment

2. Teaching Skills = specific skills to conduct lessonsa. Introduction: prepares student for learning, engages interest

b. Questioning: involves students, clarifies concepts, allows assessment

i. Can be simple, higher order, open-ended

ii. Should include appropriate wait times

c. Giving Directions: guide students to proper and productive behaviors

d. Interpersonal Interactions and management

i. Establishes a positive learning environment

ii. Maximizes learning encouraging participation and discouraging disruptions

e. Closure: review and crystallize main ideas

F. Instructional Strategies1. Method used to achieve a given outcome

2. Traditional Science instruction has three phasesa. Present new information (lecture or demonstration)

b. Allow students to verify the information (laboratory)

c. Students practice using the information (problems, discussion)

3. Instructional Methods (Chapters 5, 6, 7, 8)a. Lecture: efficient method of direct presentation of a lot of new concepts

b. Discussion: clarification of ideas by student involvement

c. Demonstration: engaging way illustrate concepts concretely

d. Laboratory: hands-on activity by students

e. Simulations/Games: provide “real-world” experiences

f. Recitation: students demonstrate knowledge by responding to teacher

4. Using Teaching Aids: posters, models, videos, power point

5. Accessing Prior Knowledge: build on what students already know

6. Engage Student Thinking: active learning is better than passive

7. Multiple Learning Opportunities: reinforce concept multiple times

III. Examples of Science Lesson PlansA. Importance of Detailed Lesson Plans

1. Experienced teachers often teach by feel or “wing it”2. Beginning teachers don’t have the pedagogical content knowledge

to do this effectively3. Detailed Lesson Plans

a. Provide a guide; teacher doesn’t have to remember every detailb. Allows for feedback from observers/mentorsc. Reduces mistakes like skipping activity or not having all lab suppliesd. Basis for reflection and growth; can be modified and/or used again

B. The Daily Plan Book1. This is not a lesson plan, but an itinerary2. Often required by school districts for accountability, subs, etc…3. Figure 12.1 page 246 of your text is an example

a. Instructional objectiveb. Procedurec. Resource Materiald. Evaluation

C. Short-Form Lesson Plan1. Usually about 1 page

2. Includes a moderate amount of detail

3. Allows for timekeeping during the lesson

4. Assignment, materials, procedures detailed

5. Usually only contains the performance components of outcomes

6. Doesn’t detail the introduction, activities, or closure

7. Figure 12.2 page 247 is an example

D. Long-Form Lesson Plan1. Includes complete details of all aspects of the lesson

2. Provides teacher a thorough and meaningful plan of instruction

3. Can be analyzed for appropriateness, completeness, preparation, relevance and continuity

4. May include: title, purpose, objectives, material, introduction, instructional activities, discussion and review, assessments

5. Figure 12.3 page 248 is an example

IV. The 5E Lesson PlanA. Learning Cycles (SCIS, 1974)

1. Approach to teaching science that is inductive (students discover)

2. Page 97-98 of your book discusses it

3. All variations contain at least three phasesa. Exploration

b. Invention

c. Application/Concept Development

B. 5E Lesson Plan variation of the Learning Cycle1. Engagement: non-threatening introductory exercise aimed at

getting interest and participation of all students

a. Divergent Question = all students can respond and all responses are accepted (What was one product you used to get ready for school?)

b. Discrepant Event or Demonstration (Suck an egg into a bottle)

c. Problem or Puzzle

2. Exploration: students find out more about topic on their own or in groups and are allowed to draw their own conclusionsa. Provide books to look things upb. Provide materials to make their own experiment

3. Explanation: Direct teaching a. Instructor clears up misconceptions; uses Convergent questionsb. Instructor directly states the concept and how to apply itc. Instructor extends discussion to related concepts

4. Elaboration: assignment, activity, laboratory, or other exercise where students practice using the concepta. Provides guided practiceb. Can incorporate “Holistic Science” areas: aesthetic, philosophical,

empirical, futuristic, technological, historical

a. Evaluation: data gathering, assessment