Secrets to Success for Science Teachers

Copyright © 2009 by Corwin Press

First Skyhorse Publishing edition 2015.

All rights reserved. No part of this book may be reproduced in any manner without the express written consent of the publisher, except in the case of brief excerpts in critical reviews or articles. All inquiries should be addressed to Skyhorse Publishing, 307 West 36th Street, 11th Floor, New York, NY 10018.

Skyhorse Publishing books may be purchased in bulk at special discounts for sales promotion, corporate gifts, fund-raising, or educational purposes. Special editions can also be created to specifications. For details, contact the Special Sales Department, Skyhorse Publishing, 307 West 36th Street, 11th Floor, New York, NY 10018 or [email protected].

Skyhorse® and Skyhorse Publishing® are registered trademarks of Skyhorse Publishing, Inc.®, a Delaware corporation.

Visit our website at www.skyhorsepublishing.com.

10 9 8 7 6 5 4 3 2 1

Library of Congress Cataloging-in-Publication Data is available on file.

Cover design by Lisa Riley

Print ISBN: 978-1-63450-358-7

Ebook ISBN: 978-1-5107-0123-6

Printed in the United States of America

Contents

History of Science Topics

Acknowledgments

About the Authors

Introduction

  1.   Design Your Classroom to Create Communities of Learners

Explore Your School and Classroom

Meet Your Department and Team

Investigate Your School’s and Community’s History and Customs

Access Textbooks and Equipment

Plan for Exploration and Experimentation

Collect Materials and Resources

Investigate Laboratory Space and Equipment

Safely Use and Store Supplies and Equipment

Establish Your Policies and Procedures

Create a Shared Learning Environment

Ensure Equity and Fairness

Use Appropriate and Neutral Language

Involve Parents and Families

Begin Each Day Anew

Establish a Sense of Place . . .

  2.   Understand Standards to Develop Your Curriculum

Consider the History of Science Education

Understand the Nature of Science

Accomplish Project 2061 Benchmarks for Scientific Literacy

Address National Science Education Standards for Students

Meet National Science Education Teaching Standards for Teachers

Draw From the Academic Disciplines

Teach Skills in Experimentation and Investigation

Reference Your State Standards

Incorporate Your District’s Expectations

Feature Your School’s Organization and Mission

Link References to Develop Curriculum

Plan Your Year With a Curriculum Blueprint

Connect Science With Your Students . . .

  3.   Emphasize Inquiry Science to Deepen Understanding

Use the Inquiry Continuum

Involve Students in Doing Science

Engage in Hypothesis Testing

Promote the Use of the Scientific Method

Integrate Scientific Process Skills Into All Activities

Weave Inquiry-Based Laboratory Investigations Into Every Lesson

Head for the Outdoors

Support Scientific Investigations With Resources

Use Demonstrations to Promote Learning

Teach Through Discrepant Events

Teach Safety to Students

Equip Your Students to Understand Their World. . .

  4.   Know Your Students to Support Science Achievement

Begin From the Perspective of the Learners

See Students as Individuals

Understand Changes in Today’s Students

Consider the Contexts of Students’ Families and Peers

Showcase Powerful Teaching and Learning

Feature Actions and Verbs From Bloom’s Taxonomy

Form Habits of Mind

Capitalize Upon the Multiple Intelligences

Differentiate Instruction

Support All Students

Incorporate Instruction That Works

Let Your Students Teach One Another. . .

  5.   Design Assessments to Align With Objectives

Set Goals, Objectives, and Expectations

Start With the End in Mind

Feature All Three Types of Assessment

Determine the Functions and Purposes

Vary the Structures and Formats

Use Selected Responses

Include Constructed Essays

Highlight Demonstrated Performances and Laboratory Skills

Remember Personal Communications

Offer Authentic and Alternative Assessments

Incorporate Portfolios

Prepare Rubrics and Scoring Guides

Understand the Results of Standardized Testing

Develop an Assessment Blueprint

Make Sure the Process Makes Sense for Everyone . . .

  6.   Connect the Learning to Reach Students’ Lives

Create Constructivist Classrooms

Clarify Misconceptions

Select Questions Effectively

Consider Various Approaches to Asking Questions

Analyze Current Events to Prepare Informed Citizens

Address Controversial Issues

Draw On the Essential Questions of Science

Make Linkages Among Science, Technology, and Society

Advance Your Classroom Discussions

Conduct a Benefit/Risk Analysis

Involve Students in Project-Based Learning

Integrate Twenty-First-Century Learning Skills

Look for More Ideas

Reinforce How Science Impacts Society and Our Personal Lives . . .

  7.   Develop Literacy to Build Science Skills

Introduce Literacy Processes and Outcomes

Develop Vocabulary and Concepts

Develop Characteristics of Expert Readers

Use the Textbook as a Tool

Start With Reading Anticipation Activities

Assign Reading

Facilitate Reading Response Strategies

Include All Kinds of Text

Support Struggling Readers and English Language Learners

Integrate Various Types of Writing

Grant Your Students Writing P.O.W.E.R.

Try the DRAFT Writing Process

Develop Observation Skills

Reference Current and Historical Events

Equip Your Students to Communicate Science . . .

  8.   Plan With Students in Mind to Prepare Your Teaching

Select Your Units of Learning

Highlight Concepts

Emphasize Significant Themes of Science

Teach Societal Issues

Envision Your Planning Schema

Follow a Consistent Lesson Plan Format

Understand Attention Span

Captivate Students as You Open Lessons

Begin the Learning Experience

Start With Some Direct Teaching

Feature Indirect Teaching

Reinforce Learning During Closure

Assign Homework

Use Block Scheduling Wisely

Make the Most of Your Time . . .

  9.   Include Resources to Make Science Real

Set the Stage

Introduce Models and Specimens

Bring In Plants and Animals

Teach With Toys

Feature Science Literature, Poetry, and Humor

Draw From Science Fiction to Teach Science Facts

Explore the Rich History of Science

Incorporate Multimedia Selections

Take Field Trips

Follow Guidelines for Taking Field Trips

Consider Virtual Field Trips

Conduct Virtual Dissections and Experiments

Become a Role Model of Resourcefulness . . .

10.   Integrate Technology to Enrich Learning

Take a Technology Inventory

Plan for Computer Use

Organize Your Resources

Improve Administrativia

Improve Teaching With Technology Tools

Have Students Communicate Electronically

Calculate and Probe Hands-On Science

Position Your Students for Learning

Investigate Critical Thinking Interactives

Utilize Teacher Utilities

Tap the Audience With a Response System

Consider a Few More Web Resources

Demonstrate the Cutting Edge of Science . . .

11.   Seek Powerful Activities to Engage Learners

Participate in Competitions and Programs

Showcase Science Fair Projects

Encourage Individual Competitions

Team Up for Collaborative Competitions

Connect to Careers

Invite Guest Speakers

Prepare Students to Be a Receptive Audience

Develop Science Activities in Your School

Celebrate Learning Through Science

Offer Service-Learning Opportunities

Sponsor a Club

Check Out Community Resources

Start a School Resource Bank

Have Fun With Science . . .

12.   Collaborate With Colleagues to Expand Opportunities

Contemplate the Collaborative Nature of Scientific Discovery

Examine Collaborative Concepts and Practices

Adopt the Secrets of Successful Collaborators

Consider Various Teaming Configurations

Weigh the Pros and Cons of Team Teaching Carefully

Understand School Organizational Patterns

Make the Most of Departmentalization

Integrate Science Across the Curriculum

Talk to Technology Specialists

Team Up With Instructional Aides to Support Students

Contact Other Employees in the District

See Science in Society and the World

Integrate Science Naturally . . .

13.   Reflect on Your Practice to Fortify Your Future

Look Back to Look Ahead

Reflect on Learning With Purpose

Evaluate Your Curriculum

Make a Difference at the School or District Level

Join Professional Organizations

Attend a Science Education Conference

Find a Mentor

Earn a Graduate Degree or Additional Credential

Look at Science Literature

Apply the Findings of Research in Science Education

Engage in Scientific Research

Consider National Board Certification

Keep an Open and Active Mind

Become the Teacher You Always Wanted to Be . . .

Resources

A. Science Safety Checklist

B. Science Textbook Evaluation Tool

C. Detailed Lesson Plan Guide

D. Abbreviated Lesson Plan Guide

E. Curriculum Evaluation Guide for Science

Readings and References

Index

History of Science Topics

Chapter 1     Microbes or Miasmas?

Chapter 2     Malaria, Mosquitoes, and Yellow Fever

Chapter 3     Galileo’s Feather

Chapter 4     The Dynamic Nature of Life on Earth

Chapter 5     Pangaea and Plate Tectonics

Chapter 6     The Gold Foil Experiment

Chapter 7     The Hole in the Blind: Newton’s Prism

Chapter 8     The Race for the Structure of DNA

Chapter 9     Phlogiston Theory

Chapter 10   The First Open Heart Surgery

Chapter 11   Mendel’s Peas

Chapter 12   Marie and Pierre Curie Discover Radium

Chapter 13   The Circulation of the Blood

Acknowledgments

The authors would like to thank all the students and teachers who contributed the insights and inspirations of their classroom experiences. They would like to express their gratitude to Helen P. and Glenn Taylor for encouraging and facilitating their many and varied endeavors throughout the years at Cal State Fullerton and to Nancy P. Gallavan for her congeniality, camaraderie, and collegiality.

Ellen would like to thank her family, Jeffrey, Meredith, and Cary Kottler. Victoria would like to thank her family, John and Jesse Costa and Rachael Blasko.

Along with the dedicated professionals at Corwin, the contributions of the following reviewers are gratefully acknowledged:

Regina Brinker

Middle School Science Teacher

Christensen Middle School

Livermore, CA

Lisa Edwards, NBCT

Hickory High School

Science Department

Hickory, NC

Darleen Horton

Science Lab Teacher

Chenoweth Elementary

Presidential Awardee Teacher (Science) (K–6)

Louisville, KY

Sally Koczan

Science Specialist

Meramec Elementary School

Clayton, MO

Chris S. Sefcheck

AP Biology/Biology Honors

Coronado High School

Henderson, NV

Sara Sefcheck

Science Teacher

Coronado High School

Henderson, NV

Melissa Wikler

Clark County School District

Las Vegas, NV

About the Authors

Ellen Kottler, EdS, has been a teacher for over thirty years in public and private schools, alternative schools, adult education programs, and universities. She has worked in inner-city schools as well as in suburban and rural settings. She was a curriculum specialist for one of the country’s largest school districts. Ellen is the coauthor of Secrets for Secondary School Teachers: How to Succeed in Your First Year (2004), On Being a Teacher (2005), Secrets for Beginning Elementary School Teachers (2007), Counseling Skills for Teachers (2007), Secrets to Success for Social Studies Teachers (2008), and English Language Learners in Your Classroom: Strategies That Work (2008).

Ellen is a Lecturer in the Secondary Education Department at California State University, Fullerton.

Victoria Costa, PhD, is the Director of Science Education at California State University, Fullerton. She has taught chemistry, biology, physics, mathematics, and education at the secondary, community college, and university levels. Her research focuses on the recruitment, development, and support of secondary science teachers and the preparation of all teachers to support twenty-first-century learning in technology-rich environments. She is a consultant for Intel ® Education and The JASON Project, and has been the principal investigator for several million-dollar grants to support math and science education, including the Professional Development Resources Online for Mathematics (PD-ROM), Collaborating for Excellence in Middle School Science (CEMSS), and the Math and Science Teachers Project (MAST). She has published in highly respected journals, including the Journal of Curriculum Studies, Journal of College Science Teaching, Science Education, International Journal of Science Education, and Journal of Research in Science Teaching.

Introduction

Teaching science—what an awesome responsibility! How do teachers develop relationships with their students and cover the entire required curriculum? Where do they find all the materials and resources to engage students in inquiry learning? What do they do to create communities of learners who become active problem solvers? These are just a few of the many questions most science teachers ask themselves every day.

We have written this book to provide practical ideas, strategies, and insights to help you answer these questions. Secrets to Success for Science Teachers includes essential topics that teachers face, from setting up a science classroom and establishing routines to planning meaningful instruction and assessment, building literacy, integrating technology, using a plethora of science resources, establishing relationships with families, and networking with colleagues. With these suggestions, you will be on your way to success in creating an academic environment of collaboration and creativity where differences are honored in a community of learners.

AUDIENCE

We have written this book for all educators who specialize in science education. You include middle-level teachers found in elementary schools and secondary teachers in middle schools or junior high schools and high schools. You teach lessons or courses in general science, or your courses address life science, Earth science, physical science, biology, chemistry, physics, or environmental science exclusively.

This book is also valuable for experienced science teachers, as well as department chairs—especially those teachers seeking guidance and support advancing their professional growth and development. Additionally, we have written this book for preservice teachers enrolled in science methods courses as part of their teacher education programs at universities, colleges, community colleges, or nontraditional licensure programs sponsored by state and county departments of education and school districts.

The concepts and practices presented in this book will benefit every methods instructor in preparing new teachers and help every master teacher, teacher educator, and administrator when mentoring or supervising science teachers.

OVERVIEW

This book provides a detailed overview of effective science education within the diverse context of today’s schools and classrooms. Based on research in the field, it contains a multitude of pragmatic guidelines, checklists and resources, and secrets to ensure your immediate success.

Chapter 1 begins with a tour of your school and classroom as you orient yourself for your teaching assignment, setting up your room, establishing policies and procedures, and creating a shared learning environment.

Chapter 2 helps you understand how science standards, state content standards, and district expectations work together to frame your district curriculum.

Chapter 3 focuses on teaching science through an inquiry method that utilizes the scientific method and investigation.

Chapters 4 through 8 address meaningful instruction by knowing your students, identifying objectives, choosing assessments, lesson planning, and selecting purposeful activities accompanied by engaging projects to connect students with their communities.

Chapter 9 describes how to incorporate a variety of resources, including models and specimens, plants and animals, videos, slide presentations, and field trips.

Chapter 10 explores using a variety of technologies in the classroom, working with Web sites, and integrating critical thinking tools.

Chapter 11 suggests a wide range of additional activities to enrich learning, including science programs, science fairs, competitions, guest speakers, service learning, clubs, and community resources.

Chapter 12 suggests ways to collaborate with colleagues through teams and departments, and other school personnel.

Finally, Chapter 13 encourages teachers to reflect on their practices and plan for their future professional development.

FEATURES

A special feature of each chapter is a highlighted section related to the history of science. You will also find Web references and practical examples from all areas of science integrated throughout the book. At the end of each chapter is a list of professional development activities to extend and personalize the content. Finally, you will see suggestions—secrets that experienced teachers have discovered—to organize, simplify, and enrich the learning that takes place inside and outside the classroom. To this we add a sprinkling of voices from students.

A FINAL NOTE

We invite each of you to adapt the tips and strategies offered in this book to your own unique situations. We hope you will customize and extend the information within each chapter for your teaching style and your students. We think you will soon discover that the entire book offers a wealth of ideas that will help you become more competent, confident, and ready as a science teacher.

CHAPTER ONE

Design Your Classroom to Create Communities of Learners

Science is a great game. It is inspiring and refreshing. The playing field is the universe itself.

—Isidor Isaac Rabi (1898–1988), 1944 Nobel Laureate in Physics for his resonance method of recording the magnetic properties of atomic nuclei.

How exciting! You have been given your teaching assignment and handed the key to a classroom. Now it is time to use your knowledge, skills, and experience to create a community of learners. Your first task is to set the stage for effective teaching and learning every day in your own science classroom. Your stage, as Isidor Isaac Rabi notes, is the universe itself.

EXPLORE YOUR SCHOOL AND CLASSROOM

Take a tour and see your school in action. As you walk around the building, take note of the layout and activities. Consider these questions: Are classrooms grouped by department or grade level? Do students enter from the outside or from an inside hallway? What types of projects do you see students engaged in, especially in the science classes? How and where do teachers obtain books and supplies? Where is your room located in relation to the other school facilities?

Here are some items you will want to see and discuss in order to be prepared for the first day of school:

District and School Offices and Areas

•   Location of the district offices, staff development center, and instructional media center

•   Location of the school main office, health office, restrooms, and lunchroom

•   Location of the school library, media center, and technology labs

•   Location of faculty parking and whether a permit is required

•   Directions to the faculty lounge and restrooms

School and District Policies

•   Copy of the school district teacher handbook and curriculum guide(s) for each course you are assigned

•   Copy of the student handbook

•   Copies of the school calendar and schedule

•   Web addresses for all district and school programs and resources, including any user IDs and passwords

Science Teaching Assignment and Department

•   List of your tentatively assigned grade levels and courses

•   Copies of the course textbooks, laboratory manuals, supplements, and syllabi

•   List of your assigned students noted with special needs (including learning, social, family, and health) and information on whether you will have any instructional aides to support these students

•   Location of your classroom (or rooms if you will be a traveling teacher)

•   Location of laboratory classrooms (if different from your home classroom); portable laboratory equipment; supply cabinets and chemical stockroom; schedules/sign-up process for use of space and resources (if appropriate); safety resources; water, electricity, and gas access and emergency shutoffs

•   Types of student desks or tables and chairs assigned to your classroom

•   Availability of bulletin boards and display spaces in your classroom and hallway

•   Availability of technology resources and storage areas within and near your classroom

•   Location of your team/department office or planning room and storage areas

As you become acquainted with each of these items, you will generate more questions and begin to plan for your students. This preview of coming attractions will help you get centered and enhance your peace of mind about your career as a science teacher. We will discuss these items in much more detail throughout the upcoming chapters.

MEET YOUR DEPARTMENT AND TEAM

You are going to spend most of your school time outside of your classroom with your department or team members. Although you may have been hired to teach specific science courses, you also were hired to fit into a particular group of people. Most teams want you to be an individual who successfully balances working on your own with working with others. You may be sharing students with other teachers; you may be team teaching with other teachers. You may work together to develop lesson plans and standards-based benchmark assessments to monitor student progress. Each teacher will contribute to both your immediate effectiveness and long-term success in some way. And each teacher will have more or different experiences than you bring to share with you. Our first secret for success is for you to learn from each person’s strengths and expertise as you refine your skills and independence.

Many schools are organized into grade levels or academic departments with a group leader known as a department chair. Department chairs usually have been teaching at their schools a long time. They will likely be the ones to help you get your course textbooks, supplementary materials, and classroom supplies. Sometimes department chairs determine course assignments and periods taught. They can usually link you to professional organizations and professional development opportunities. You may also be assigned a mentor who will be able to answer your questions and share information about school policies and procedures.

I meet once a week for planning with other science teachers. We share ideas, labs, and lesson plans.

—Seventh-grade life science teacher

INVESTIGATE YOUR SCHOOL’S AND COMMUNITY’S HISTORY AND CUSTOMS

School buildings are frequently named for individuals who may be famous nationally or well known locally. Sometimes the namesake is still living, visits the school, and makes donations. It is exciting when you and your students meet the person for whom your school is named, and learn what contributions this person made to the community to receive this recognition. Or there may be a business or industry that partners with your school, providing mentoring, materials, and professional development for teachers.

Investigate your school’s background. Frequently there are trophy cases, wall plaques, and group photographs displayed throughout the building. One secret is to look at the annual yearbooks to explore school traditions and learn the names of teachers. These may be housed in the library. If you ask about your school in the faculty lounge or department planning room, it is likely that someone will be happy to share stories of the school’s history. It is both fun and informative to find out more about your school.

Your school also functions around a set of customs and traditions (Cattani, 2002). By watching and listening carefully, you will realize and be able to promote and replicate the accepted ways of doing things at your new school. You will learn who is responsible for various aspects of the school’s operations, how teachers and administrators expect you and your students to behave, and so forth. These are excellent topics to discuss with your department chair, team members, and/or a mentor. Current students, alumni, families, and the community look forward to annual and special events.

And don’t forget to consider the local culture of the area. See Box 1.1 for examples of science in the local culture of the area. Explore the unique features of your community and region.

BOX 1.1

Examples of Connections Between Local Culture and Science

•   Oldest Tree in Anaheim—Science teachers in Anaheim, California, might use the oldest tree in Anaheim as a starting point for discussing botany. This Moreton Bay fig is over 150 years old and is situated on the property of the Anaheim Mother Colony house of the original settlement in the area. The tree is one of the largest of the particular species found in the Southern California region.

•   Santa Ana River Bottom—In Riverside, California, science teachers often take students on field trips to the Santa Ana River Bottom. As is true for much of California, the geology of the Santa Ana River watershed is defined and created by seismic activity. Lessons may focus on the geological features, water demand, or plants and animals of the region.

•   San Diego Kumeyaay—Ethnobotany is the study of the plant lore and agricultural customs of a group of people. The Kumeyaay were among the earliest inhabitants of the San Diego area, and they took advantage of the food and plants in many different habitats in order to survive.

ACCESS TEXTBOOKS AND EQUIPMENT

Once you’ve obtained copies of your course textbooks and sample syllabi, you may begin reading them to prepare for the coming school year. Also ask for the teacher’s manuals for your text, laboratory manual, and supplementary print and electronic teaching materials that either accompany the books or have been purchased for your courses. Some of these items may be available at the district, so explore thoroughly. The teacher’s version of your laboratory manual is very important; it will include all the instructions for setting up the laboratory activities and mixing necessary solutions.

BOX 1.2

Science Materials and Equipment

•   Technology Resources—including SMART Board; overhead and/or ELMO or other electric imaging projector; document camera; television; DVD, CD, and/or videotape player(s); computers—desktops, laptops; or AlphaSmarts®; printers, scanners, copiers; Internet connections for one or more computers; LCD projector and large screen for projection; cameras, probes, recorders, and other devices to record observations; and audience response systems for interactive slide presentations

•   Permanent Equipment—including student laboratory stations and storage facilities

•   Visual Aids—including specimens, models, prepared slides, charts, and posters

•   Portable Laboratory Equipment—including animal cages; balances, meters, testers, and scales; Bunsen burners and laboratory torches; brushes and sponges; buzzers and bells; ball and ring apparatus; carts and dollies; centrifuges; clamps, ties, rings, hooks, and support stands; electroscopes and calorimeters; dissection equipment; filters; glass ware; incubators; hot plates and lamps; microscopes, cameras, and telescopes; motors and generators; magnets; optical filters; stools; timers; tongs, tweezers, and scissors; and wave machines

•   Safety Equipment—including aprons, disinfectants, eye protection, eye washes, fire protection blankets, first aid, fume hoods, gloves, safety charts and posters, sanitation products, and waste containers

•   Materials and Supplies—including pH and chromatography papers and materials, specimens, indicators and test solutions, chemicals, lens-cleaning products, lubricants and adhesives, microplate supplies, batteries, bulbs, biological, balance papers, paper towels, and water and soil test kits

Take inventory of the various kinds of available teaching equipment and resources. Inquire whether there is a catalog of your school and/or district video and software collections. The types of equipment you can easily access certainly will impact the ways that you plan and implement your teaching strategies and learning experiences. You will need information on how science supplies are obtained and funded, how to make purchase order requests, whether personal expenses will be reimbursed, and even whether there is a limit on the number of photocopies allowed each semester. Begin a wish list of items you would like to obtain when there is money available in the school budget or a grant-writing opportunity arises. Check to see whether your