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=Welcome to the Wiki for the readings. Each group should add their materials to this page.=

Maguire, L; Myerowitz, L; Sampson, V (2010) Exploring Diffusion and Osmosis in Cells. //The// //Science Teacher.// November 2010, 55-60.

In an attempt to rectify the common misconceptions that arise in teaching Osmosis and Diffusion, Maguire //et al.// reviewed a lesson and created an exemplar lesson from classroom observations and student assessments. While many teachers and educators find common areas where student learning breaks down, Maguire and colleagues troubleshoot these pitfalls and identify the best possible ways to engage students in inquiry based learning while fostering the best environment to understand the objectives. While the method used to approach this type of lesson—the lesson-study cycle, inquiry based learning, and guiding questions—the cumulative lesson plan lacks many integral aspects of an exemplar lesson. Students are perceived to e invested after viewing a few video clips from YouTube. In addition, students are not asked to engage in inquiry; rather, they are guided in a manner that eliminates many possible scenarios before the exploration begins. The concept of collaborative and evaluative teaching can be effective if utilized and maximized, but this article does not demonstrate effective execution.



The book on social issues and genetics is called (I misspoke in class): A Companion to Genethics. George Annas was a contributor. []

Katsh-Singer, R. January 2011. Deconstructing to Instruct: The Role of Deconstruction in Instruction and Assessment in Middle School Science Classrooms. //Science Scope;// pp. 12-15.
 * Use frequent formative assessments and scaffolded activities to boost student morale regarding their abilities and slowly build understanding of concepts from the ground up.

Anthony, K.J. and Frazier, W.M. September 2009. Teaching Students to Create Undiscovered Ideas. //Science Scope//; pp. 20-27.
 * Plan for student creativity, recognizing that creative skills are imperative for developing future leaders in science and technology. Ideas include engineering design projects along with other project-based learning.

Sterling, D. R. (2009, Summer). Classroom management: Setting up the classroom for learning//. Science Scope 32//(8), 29-33

http://www.nsta.org/publications/download.aspx?s=mail&d=070109&id=Z349URi8cV6bbPUofHUEjuBZiR1Dn2GtbZV!plus!9zDMlWo=

Key Points :
 * Article provides the “advanced planning aspects” of classroom management that needs to be set before the first day: physical environment, routines, policies, procedures, materials management, and review process.
 * Physical Environment: Teacher position needs be chosen near materials/board/projector, on the long-side of the room (that is not a window wall), and where the teacher can see all students (and vice versa).
 * Routines: Post simple rules (e.g. respect for self, others, and environment) and laboratory safety rules separately; establish routines/transitions for classroom procedures and getting student attention.
 * Materials Management: When papers are collected, paperclip and label them, then place them in a designated grading location; have set location for students to collect and return materials.
 * Review Process: Peer review (sample form is provided in Figure 7 of article)

The Effects of Engineering Modules on Student Learning in Middle School Science classrooms. (2006, October). //Journal of Engineering Education//. Retrieved June 10, 2011, from [|http://jstor.org].

Group Members: Alexia Charles Alicia Reid Irene Chen Huan Wang Rachel Schenker

Summary of “The Effects of Engineering Modules on Student Learning in Middle School Science classrooms”

A group of teachers in Nevada were a part of a pilot plan that sought to teach students using inquiry and project-based learning techniques. Lessons were prepared in a model similar to the 5E model and caused students to force themselves to ask scientific questions and design projects to answer them. This pilot was headed as a part of the Teachers Integrating Engineering into Science initiative, where teachers worked together to develop modules for learning and were able to measure student results using standardized measures to evaluate effects. Special attention was paid to high-risk students (minority and low-SES) and the progress they were able to make through this style of learning in comparison to their performance in the standard setting and measures. Study concluded that engineering design allows students to develop higher-level scientific cognition skills and dramatically improved investment issues



[[file:Gregerson Questioning Article 2011.pdf]]



 * Group Members: Kate Anderson, Brandon Fremd, Amanda Lefkowitz, Matthew Woods**

Article: Teaching Science to ELLs, Part I and Part II Citation: Bautista, N, & Castaneda, M. (2011, March). Teaching science to ELLs, part I and part II. //The Sceince Teacher//, 35-44. Summary: This article discusses how to teach science, with all of its terminology, to ELLs. They start by stating the importance of knowing what level your ELLs are in proficiency. Next, teachers should add language objectives to their content objectives so that the students are learning the vocab necessary for the content. The writer's advice linking any prior knowledge a student may have with the content. Once in the classroom, students need to be able to recieve and apply their knowledge in different ways. Students also need to be able to interact with other students to progress their vocabulary. Other forms of assessment are also encouraged depending on the level of an ELL student. As with many other strategies, this could help many other students and not simply the ELL students.

Article: Teaching Forward Citation: Derriso, Anthony. (February, 2011). Teaching forward. //The Science Teacher//, 48-51. Summary: This article addresses the concept of using case studies in the classroom to teach content. There are three specific case study examples discussed. The first case study links science with the global economy so that students can be familiarized with how science really works in the real world. Basically, students act as political negotiators between countries in an attempt to decrease carbon emissions without spendin too much money. In the second case study, students need to decide whether they would reclassify Pluto as a planet and discuss their reasoning. The final case study focuses on a topic that can be sensationalized and addresses scientific inquiry and accuracy of statements.

Article: Science Vocabulary for All Citation: Shook, A.C., Hazelkorn, M, & Lozano, E.R. (2011, March). Science vocabulary for all. //The Science Teacher//, 45-49. Summary: In this article a strategy called CSR (Collaborative Strategic Reading) is used to increase the science vocabulary knowledge of students. In the strategy, students are placed into groups and given various roles. Each group will get a science text where they will have to group the words into ones they know and words they don't know. The idea is that students work together to decipher the meanings of new words and this allows for all students to learn the vocabulary. Students not only group the words, but then summarize what they've learned so as not to lose sight of the overall idea.

Article: Piquing Student Interest with Pharmacology Citation: Halpin, M.J., Hoeffler, L., & Schwartz-Bloom, R.D. (2005, November). Piquing student interest with pharmacology. //The Science Teacher//, 48-51. Summary: The authors of this article created a science education program based around pharmacology that addresses both chemistry and biology related topics. Teachers are recommended to attend a workshop which is either online or at the NSTA conference. Each main module is given a catchy title to help draw students attention such as "Steroids and Athletes:Genes Work Overtime". Since these topics are also related heavily to real world issues, students can address other concepts such as politics and history. There is also a website which provides interactive materials for each module.

Article: Exploring osmosis and dffusion in cells Citation: Maguire, L., Myerowitz, L., & Sampson, V. (2010, November). Exploring osmosis and dffusion in cells. //The Sceince Teacher//, 55-60. Summary: A guided-inquiry lesson on osmosis and diffusion is discussed in this article. A group of teachers worked together in a lesson-study to optimize the lesson. At the start of the topic, students are shown two videos of red blood cells responding to different environments. Students then create an experiment to test what they saw and use an investigation proposal to help guide their work. Possible student missconceptions throughout the lesson are also addressed. The paper also discusses the steps needed for the organization of a lesson study.