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 * 1. CONTENT PRINCIPLE **

//The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches, as identified by relevant professional organizations, and can create learning experiences that make these aspects of subject matter meaningful for all students. //

//In this section of the portfolio, you need to make the case, with supporting evidence, that you have achieved each of the following Warner School target proficiencies: //

//**1.1. Candidates have a broad preparation in the subject area(s) taught, consistent with professional and New York State standards. **//

I have a broad preparation in Chemistry, consistent with professional and New York State standards. When I applied for the program, I submitted an admissions content preparation worksheet that shows the courses and credits I have taken to fulfill the requirements for teaching Chemistry (1.1.a). I also have completed an updated content preparation worksheet that shows additional experiences I have had in the field of Chemistry this past year that have extended and reinforced my knowledge of the subject (1.1.b). Also, I passed the New York State teacher certification Chemistry content specialty test, demonstrating my knowledge of the subject area (1.1.c). The disciplinary knowledge paper that I wrote for EDU 448 talked about the understanding of my discipline, its history, its relation to other sciences, and my philosophy on how it should be taught (1.1.d). This assignment also included a concept map that organized all the chemistry concepts in a way that makes sense with various connections to topics. During my student teaching placement at East High I had the opportunity to teach atomic structure, bonding, periodicity and acids and bases, as well as topics of fossil fuels, and environmental sustainability during STARS and my School Without Walls placement. My university supervisor’s letter of recommendation also shares some positive observations of my content area knowledge (1.1.e).

//**1.2. Candidates have a good understanding of some of the central concepts, tools of inquiry and structures of the subject matter(s) taught, and have developed strategies and skills to continue their learning in this area. **//

At the beginning of the program in EDU 487 my colleagues and I conducted an investigation of the beach ecology at Charlotte Beach on Lake Ontario. This investigation required us to develop a testable question, design a model and protocol for data collection, collect data and analyze this data, and from those evaluations create an argument to answer our question which we presented at a symposium at the conclusion of the class (1.2.a). This research provided me with the knowledge and skills to lead a scientific inquiry investigation, which I successfully completed through my teaching of the Get Real! Science camp, STARS, and student teaching placements. This is evidenced by my lesson and unit plans for those investigations (1.2.b).

My disciplinary knowledge paper shows I have understandings of my subjects content as pulled from the New York State standards (1.2.c). The paper outlines chemistry as revolving around atomic concepts, being gradually extended and built upon in terms of larger molecules, their motions, interactions, and physical properties those produce. In this section I have developed a feasible chemistry curriculum for instruction during a school year, even though there is no one linear method for teaching the chemistry content (p.2-4).

I have deepened my understanding of these strategies in several ways. To begin with I have joined SUNY Oneonta’s listserv’s for Chemistry and 5-8 Science. These venues allowed me to access new ideas, controversial issues surrounding the Regents, and a number of peer educators who can share information and resources with me. I have also attended a workshop at the University of Buffalo on science technology that can be used to deepen student investigations and inquiry processes. It provided information on a website called Information Technology in Science Instruction (ITSI) where a teacher can use templates to make their own lesson activities and track student predictions, responses, and questions during the inquiry process (1.2.d).

//**1.3. Candidates are familiar with the principles and concepts delineated in professional, New York State, and Warner Teaching and Curriculum standards, and their implications for curricular and instructional decisions. **//

My Warner lesson plans have followed a backwards design approach that builds all subsequent content and materials off of the standards for learning (Wiggins & McTighe, 2005). I have used National Science Education Standards (NSES) and New York State (NYS) standards to design my lesson plans. The Warner Teaching and Curriculum (WTC) standards are addressed in each of the sections of the Warner lesson plan and include the NSES and/or NYS standards for that lesson. An example of a strong lesson that emphasizes these points is my lesson on acids and buffers for East High School (1..3.a).

My disciplinary knowledge paper was also written based on my understandings of the NYS standards (1..3.b). This paper is organized such that I present a mind map of my understanding of the chemistry curriculum and one possible method for introducing the topics within the subject during a school year, which is followed by an evaluation of the evolutionary history of chemistry and chemistry with technology, my understandings of science more generally and the methods for teaching science. The mind map in particular was developed from the standards and connected together to form a educationally feasible curriculum (p.2-4).

//**1.4. Candidates can create learning experiences that make the subject matter meaningful and relevant for all students. **//

I have created learning experiences that are meaningful and relevant for all students several times in my teaching placements. During STARS we had girls investigate how household chemicals affect plant growth to understand the impact that each girls’ daily footprint had on the environment. The learning experience combined several lessons that included a lesson on the drainage system, several lessons on pH, a lesson data collecting, a lesson on graph making, and a final lesson on analyzing the data (1.4.a). The girls found that their daily use of household chemicals did harm the environment, but that alternative products such as ecofriendly detergent were less harmful to the environment.

 I also creating a learning experience at School Without Walls that included sixteen different experiments that focused on the topics of how chemicals affect plants, what the best design for an ecofriendly house would be, what food/fruit produces the most ethanol, and which shape/how many windmill blades are best for producing the highest voltage. All the students designed their own testable question and procedure, and collected their own data from the resources we provided for them. Students made graphs and analyzed their results to finalize an argument that they presented to the class which addressed their testable question and provided some implications for how these results can be used to help the environment (1.4.b).

//**<span style="font-family: 'Times New Roman',Times,serif;">NSTA STANDARDS: **//

//**<span style="color: #000000; font-family: 'Times New Roman',Times,serif;">1.a Candidates understand and can successfully convey to students the major concepts, principle, theories, laws and interrelationships of their fields of licensure and supporting fields as recommended by NSTA. **//

<span style="font-family: 'Times New Roman',Times,serif;">The NSTA recommends 13 core comptencies that teachers should be prepared to lead students in learning. The followings lists these core competencies: 1) fundamental structures of atoms and molecules; 2) basic principles of ionic, covalent, and metallic bonding; 3) physical and chemical properties and classification of elements including periodicity; 4) chemical kinetics and thermodynamics; 5) principles of electrochemistry; 6) mole concept, stoichiometry, and laws of composition; 7) transition elements and coordination compounds; 8) acids and bases, oxidation-reduction chemistry, and solutions; 9) fundamental biochemistry; 10) functional and polyfunctional group chemistry; 11) environmental and atmospheric chemistry; 12) fundamental processes of investigating in chemistry; 13) applications of chemistry in personal and community health and environmental quality. I have been able to convey several of these core competencies during my student teaching. At East high I had lessons that included the topics of the structure of atoms and molecules, bonding, and acids and bases. Rather than telling students the major concepts, theories and laws of chemistry, I planned activities that would allow them to explore and uncover the importance of those topics on their own.

<span style="font-family: 'Times New Roman',Times,serif;">My first lessons introduced the evolution of the atomic model, the particles of an atom, and then the students got into exploring what ions and isotopes are. One of the most challenging lessons was having students discover that adding electrons meant the atom became a negative ion, whereas it becomes a positive ion when it loses electrons. We stressed the concept that electrons have a negative charge, and that when you add something that's negative, "are you making the atom more negative or more positive?" Through participating in different atom and ion partner-card activities, the students successfully understood (1.a.a). I distributed cards to the students on which I had drawn atoms of certain elements. Students used their new knowledge to distinguish what element it was by counting the number of protons drawn in the center of the atom. Once they found someone else in the class that had the same element, together they worked to determine what ion they had, by counting the number of electrons and recognizing that the ion with more electrons, was more negative. After learning the importance of atoms and their necessity to everyday life, students were then able to apply this understanding to molecules, and what electronegativity means and how that contributes to covalent and ionic bonding (1.a.b). Students were able to relate bonds to what they had previously learned about solids, liquids and gases, to understand why they had certain structures/forms. For my innovative unit, I taught the students about acids and bases, enabling them to explore familiar substances and household chemicals that were acidic and basic (1.a.c). Students determined for themselves what the pH paper could tell them once they dipped the paper into a random solution. They began to recognize patterns and understand that when the pH paper turned a certain color, that meant it had a pH of so and so, etc. By simulating lakes in plastic cups with different bottom materials, students determined what a buffer was and how different materials can act as buffers and therefore prevent a change in pH of the solution. In order to convey these major chemical concepts to the students throughout my student teaching placement, I had the students do plenty of labs where they were able to work with the tools and chemicals we were talking about, trying to make the abstract concepts more clear and real to them (1.a.d). At School Without Walls I taught environmental chemistry through investigations that focused around environmental sustainability. This gave me the opportunity to teach about pollution, fossil fuels, acid rain, CO2 emissions, as well as combustion which contributes to the pollution from cars. I guided them to discover the major concepts of chemistry involved in pollution by having them plan their own authentic investigations where they used various chemicals, and did distillation procedures and created ethanol, to see how common fruit could create ethanol (1.a.e).

//**<span style="font-family: 'Times New Roman',Times,serif;">1.b Candidates understand and can successfully convey to students the unifying concepts of science delineated by the National Science Education Standards. **//

<span style="font-family: 'Times New Roman',Times,serif;">The five unifying concepts set forth by the National Science Education Standards are systems, order and organization; change, consistency, and measurement; evidence, models, and explanation; evolution and equilibrium; and form and function. An instance when I presented these concepts to students was during STARS when students built several models of household chemicals harming the environment that include a drainage system with blue highlighter (acting as chemicals in the water system) and the watering of radish plants with diluted solutions (representing how different parts of this drainage system may affect the environment). Students used these models to collect evidence in regards to how watering plants with household chemical solutions would impact the plant health and growth. Students found that all chemicals but the ecofriendly detergent killed the plants, leading them to an explanation that household chemicals are harmful to the environment and they suggest using alternative products such as ecofriendly detergent (1.b.a). Another instance when these standards have come into my teaching was the acid lake lab. Students had to create change, measure change, and then provide evidence as to what happened as a result. Students placed sand, granite gravel, and limestone gravel individually into a cup of water and then placed a drop of vinegar into the water. Students measure pH of the water over time and found that the vinegar, which was acting as acid rain, changed the pH of the water over time for each cup but slower for certain materials. They found out that this was because the ground material was acting as a buffer (1.b.b). With this information, they create graphs that represented the data they collected on the rate the acidity level changed when they added vinegar, due to the material that acted as a buffer (1.b.c).

<span style="font-family: 'Times New Roman',Times,serif;">While preparing for the Get Real! Science Camp, we also had groups of students learn about models and reflect on the pros and cons of models and how they vary, and what some can show and what others do not show. We had them all create models of objects that were in front of them using various materials. At the end, the students discussed whether one material was better than another to create a model, and what it could show, such as accurate size, accurate color, whether it was 3D or not, same texture, etc (1.b.d). Also, in my East High placement, I worked with students on more concepts of science like form and function and evolution, when we talked about the atom. The students explored the evolution of the atomic model, and they learned about the form and particles that make up an atom. They also then learned how an atom functions and how bonds are formed, an electron is gained or lost, and how that creates the compounds that exist in our everyday lives (1.b.e).

//**<span style="font-family: 'Times New Roman',Times,serif;">1.c Candidates understand and can successfully convey to students important personal and technological applications of science in their fields of licensure. **//

<span style="font-family: 'Times New Roman',Times,serif;">Since chemistry is studied mostly on atomic scales technology is important to access data and information that evidence the phenomena that support theories. In my disciplinary knowledge paper I state some useful impacts that technology has had on chemistry (1.c.a). These include use in pesticides that kill one organism but leave another one unharmed, antibiotics and other drug substances, food production, and alternative energy sources. During my placement at School Without Walls, students investigated how different roofs’ material and house height created the most energy efficient house by measuring the temperature inside of the houses over time, while under a heat lamp.This was to show how different materials can insulate households more efficiently than others or how a house's height has an effect on the inside temperature (1.c.b). I planned other activities that also helped students to realize the personal application of chemistry and science in their own lives. During STARS, we created a "Blue Team's Daily Impact" concept map where students were able to recognize how their own, daily actions were contributing to pollution (1.c.c). Each student used different stickers to represent their actions that day and reflect on how it was or was not harmful to the earth. Students in STARS and at SWW also tested different chemicals on plants to see which ones were most and least harmful to plant growth. The students were allowed to select their common household chemicals they desired to test, and many students chose to test different hairsprays, because they were ones that they used everyday and they were interested to see how they affected their environment. Students learned how important chemistry is in their everyday lives as well as a contributor to different technologies they use. At East High School, students learned about air bags and the chemical reaction that is triggered inside of them to make them inflate in milliseconds. They learned about how chemistry therefore is needed to create such technology, something that can save a life (1.c.d). At SWW, when we got further into the topic of environmental sustainability and pollution and energy, the students learned about fossil fuels, and how many things we do contributes to the CO2 emissions. This also got the students exploring the technology of wind mills, where they measured the voltage produced my windmills of different sized/shaped blades, to determine the best and most eco-friendly way to produce the most amount of energy (1.c.e). At East High, one of the most exciting activities and demonstrations for the students was working with different technologies like the Van de Graaff generator, the tesla coil, and the cathode ray tube, to see how technology can give evidence to the procedures used hundreds of years ago to discover different parts of the atom (1.c.f). Students also gained an appreciation for technology in the field of chemistry after using this equipment as well as the Vernier Lab Quest probes which they used to measure the pH of different solutions during their acid rain labs (1.c.g).

//**<span style="font-family: 'Times New Roman',Times,serif;">1.d Candidates understand research and can successfully design, conduct, report and evaluate investigations in science. **//

<span style="font-family: 'Times New Roman',Times,serif;">In EDU 487 my colleagues and I conducted a research project on the beach ecology at Charlotte Beach (1.d.a). We posed our own testable question, which asked how do the ponds and streams surrounding Charlotte beach impact its closing? We developed our own model that included several sites to take water, pH, and temperature samples, and after collecting data from these sites we analyzed results. Our evaluations produced an argument that we presented at a symposium, which stated that the ponds and streams had no effect on the beach but observations of animal life was suggestive of large coliform bacteria counts that resulted in beach closure.

<span style="font-family: 'Times New Roman',Times,serif;">This process of research was used to prepare for my instruction of the Get Real! Science camp. Students mirrored our science investigation process by designing their own testable question, developing a model and protocol for data collection, collecting data and making observations, analyzing this data and developing an argument that answered their testable question, and presenting these results to the public at the end of the week long investigation.

//**<span style="font-family: 'Times New Roman',Times,serif;">1.e Candidates understand research and can successfully use mathematics to process and report data, and solve problems, in their fields of licensure. **//

<span style="font-family: 'Times New Roman',Times,serif;">In EDU 487 we used the data we gathered from the sample sites to make graphs that reflected the pH versus test site, temperature versus test site, and bacteria counts versus test site. Trends in these graphs were analyzed and results showed that high bacteria counts had no correlation to pH or temperature levels. We presented these graphs as evidence at a symposium and suggested that as a result of our observations we think animal life is the real contributor to the quality of water at the beach.

<span style="font-family: 'Times New Roman',Times,serif;">During STARS the girls used mathematics to process their data in similar ways. The girls collected pH data of their diluted chemical solutions and plant height measurements for several days worth of investigating. The girls developed a graph that allowed them to show both data simultaneously by placing plant height on the y-axis and pH on the x-axis (1.e.a). The pH of the chemicals were then marked and from this the girls could draw the measure plant heights. These results were analyzed and girls found that ecofriendly products allowed for the healthiest plant growth, on par to water. All the other products killed the plants before the final observation. These results along with these graphs were presented at a celebration to the public following the completion of the program.

<span style="font-family: 'Times New Roman',Times,serif;"> Chemistry innately involves much math. Within chemistry there are various formulas, equations and numerous calculations that one must use in order to determine the correct relationships or measurements to use for chemical reactions or solutions. During my student teaching placement I often had to do calculations to determine how much to dilute an acid or base to make it safe for students to handle (in acid/base introductory lab) (1.e.b), as well as prepare buffer solutions, metal chlorides (used in the bonding and conductivity lab) (1.e.c), and appropriate indicator solutions to detect the accurate pH of a solution (used in the first acid/base introductory lab) (1.e.d). Students and I were constantly using graduated cylinders and beakers, measuring solutions or reactants we used in our activities. Being confident with my graphing skills, I also guided students in constructing graphs after interpreting their data during the bond conductivity lab, as well as the acid rain lab where they were testing different buffers (1.e.e). SWW students also created graphs after their authentic investigations on environmental sustainability, and I provided them with different examples of graphs so that they had models to go by (1.e.f). Then, being able to interpret data myself and explain it to a classroom of students, I modeled for students what that might look like by explaining different graphs in a powerpoint about pollution and energy, and having them practice doing the same with other graphs (1.e.g). It is also important to be able to use math in chemistry to develop balanced equations, making sure the number of molecules on both sides of the equation are even (due to the law of conservation of mass), and to be able to calculate the number of protons, electrons, neutrons in an atom, to determine what element it is, what its atomic number is, and also what its atomic mass is. Being able to calculate this information, like I had to do, was crucial to determining the number of moles of a substance (6.022x10^23), which could then help one calculate the mass needed of a particular solid used in an experiment. Students and I did this during the vinegar and baking soda lab where they used those solutions to simulate air bags using a plastic zip lock bag (1.e.h). During and after the labs, the students had time to reflect on a class on any sources of error during their experiment and why they might not have received the accepted value. It was interesting to them to calculate the percent error to find out how far off they were, and come up with reasons as to why that might be after they made sure they followed all of the procedures.

//**<span style="font-family: 'Times New Roman',Times,serif;">2.a Candidates understand the historical and cultural development of science and the evolution of knowledge in their discipline. **//

<span style="font-family: 'Times New Roman',Times,serif;">My disciplinary knowledge paper provides evidence of my understanding of major historical and cultural developments in chemistry (2.a.a). Specifically, the evolution of atomic theory is a foundational historical event to know. I also mention some of the origins of chemistry, which include the ancient Greeks and alchemy, and how instead of having a periodic table of elements, they believed that everything that exists was made of earth, fire, water or air. I have included historical knowledge in my student teaching as well. The evolution of atomic theory was taught at my time at East high and included using predict, observe, explain (POE) demonstrations, visual diagrams, youtube videos, van de graaff generators, and cathode ray tubes (2.a.b). We began with the observation and study of how the atomic model evolved into a complex form of matter with protons, neutrons, electrons, and energy levels, where as the first model was just a solid sphere. We went over the historical experiments, like Rutherford's gold foil experiment, that helped the atomic model evolve into what it is today (2.a.c). I also included the evolution of adaptations in a lesson I presented at School Without Walls. Students had to learn how adaptations evolved through time and how theories about adaptations have evolved (2.a.d).

//**<span style="font-family: 'Times New Roman',Times,serif;">2.b Candidates understand the philosophical tenets, assumptions, goals and values that distinguish science from technology and from other ways of knowing in the world. **//

<span style="font-family: 'Times New Roman',Times,serif;">Science is distinguishable from technology and other ways of knowing the world for many reasons (2.b.a). Science is a process and way of understand the world and symbolizing nature. Technology is a tool that enhances our observation and broadens our senses and cognitive abilities to more information at a quicker speed. In fact science can be done without technology, and in some cases in science today we have not developed the technology that allows us to access the information we predict is there with scientific theories. Teachers and students should not simply use technology because it is there, in fact technology can be a hindrance to learning if used for simple tasks that will benefit students’ understandings of the science content. My disciplinary knowledge paper mentions how chemistry is connected to technology, as well as science in general (2.b.b). This connection is one where the advancement of science creates the advancement of technology, and vice versa.

//**<span style="font-family: 'Times New Roman',Times,serif;">2.c Candidates engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science. **//

<span style="font-family: 'Times New Roman',Times,serif;">I have engaged students in the nature of science during a lesson on the nature of science followed by lessons on adaptation at School Without Walls. First, students were encouraged to share what they thought of when they thought of scientists. Students represented their ideas in drawings, writing, skits, raps, etc (2.c.a). We talked about the similarities after students had shared to realize that most people talked about a "crazy, white-haired guy who works in a lab with a lab coat and goggles and has no friends" (said the 9th graders). Students than recognized the misconceptions behind thinking that this is what defines "scientist." We gave students photos of people doing day to day activities like cooking, building, playing with dirt, planting a garden, etc. Students were challenged to decide whether or not those people were scientists--"Are they doing science?" Students concluded that they were not doing the typical science that you think of when you think of laboratory science, but they were doing things that did indeed incorporate different levels and types of science, and therefore they were scientists! Next, we asked students to tell us what happens in science-- what is the process? Students started listing off "asking a question, forming a hypothesis, developing a procedure, experimenting, etc" which we wrote on chart paper. Then we introduced students to the inquiry cubes (2.c.b). Each side of the cube had something different written on it, but there was a specific pattern they needed to determine in order to come up with a hypothesis and answer for what the bottom of the cube said, without being able to see it. They worked together to come up with an idea of what it could say based on the evidence they had access to. Afterwards, we heard their new opinions on the process of science. They understood that it was not simply a linear process; they had to keep going back and forth, forming a hypothesis, testing it out, then going back to re-evaluate and even change their hypothesis again. We also did not ever tell students what the information on the bottom of the box was. We compared this to how scientists offered are not able to be told whether they are right or wrong, because what they are studying in unknown to everyone, so they just have to use their evidence to support what they find. I also had students do a similar activity at East High. They used "obscertainers" (little black cylinders with metal balls inside) and had to come up with what they thought the inside of the cylinder looked like, and the shape of the plastic walls inside of it (2.c.c). They were not able to open up the cylinder so they had to listen carefully and use indirect evidence to generate an idea of what it might look like. This got us into "how do scientists study things they cannot see?" such as the atom. They had to draw their hypotheses, and provide evidence as to why they thought it looked a certain way.

<span style="font-family: 'Times New Roman',Times,serif;">At the beginning of STARS, we began with a 3-hole-bottle demonstration, where there were three holes, that were covered with tape, on a 2 L bottle filled with water. Students had to predict what they thought was going to happen when one of them removed the tape from the first hole, and then the second, and then the third (2.c.d). When they were amazing to find that no water poured out of the first hole when the tape was removed, they went back and revised their hypothesis of why that happened, and then created a new one for the second hole. This led to a discussion on the process of science, and again how it is a misconception that science is just a linear process.

<span style="font-family: 'Times New Roman',Times,serif;">At SWW, Students had to look at pictures of animals and make observations of their physical features to understand why they are adaptations (2.c.e). Examples of adaptations students looked at were a polar bears fur keeps it warm and camouflages it, a camels long eyelashes prevent sand form getting in its eye, and an eagles good eye sight helps it see prey when flying high. Students found that mostly all adaptations had to deal with getting food or trying to survive from other animals you wanted them as food. They came up with their predictions, and then had to re-evaluate when they discussed it with their peers who had new ideas, and had to give evidence of why they thought what they did. They came to understand that science is a very complex process, and it is often hard to distinguish what is and what is not, and that very specific evidence must be given to do so.

//**<span style="font-family: 'Times New Roman',Times,serif;">3.a Candidates understand the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific knowledge. **//

<span style="font-family: 'Times New Roman',Times,serif;">From readings I have found that there are several types of inquiry that include open, guided, and direct instruction methods (Chiappetta & Koballa, 2010). Open inquiry allows students the most autonomy, letting them develop their own testable questions, procedures, collecting their own data, analyzing that data and making their own evaluations that they present in the form of a lab report or presentation to the class or public. Guided inquiry involves more teacher facilitation, where teachers may pose a testable question and let the students do the rest, or they may provide a procedure and let the students continue with the rest of the investigation. Direct inquiry is when the teacher leads students to a common result and evaluation by providing the questions, procedures, and data collection methods to the student. These inquiries align students with the skills for critical thinking and problem solving, which are important for scientific investigations.

<span style="font-family: 'Times New Roman',Times,serif;">In EDU 434 I wrote a critical synthesis on the methods of inquiry and the processes behind it (3.a.a). In this critical synthesis I make clear statements about my understanding of why inquiry is the best approach to science instruction and how students benefit from using the different types of inquiry. For the most part, I choose to allow my students to conduct open inquiry investigations because that type of inquiry develops a wider range of skills that students can apply to real-life situations, as well as increases student ownership, involvement, and motivation surrounding the learning process as a whole. Additionally, in EDU 486 I wrote two critical syntheses about my view on the importance of using inquiry in science, and in EDU 434 I wrote a theoretical framework on my understanding of what effective science teaching is, and I agree that it must involve inquiry. I believe that it helps students build critical thinking and problem solving skills, as well as giving them authentic experiences where they can be "real scientists" (3.a.b). I During my placement at SWW the students were able to select one of four different lab investigations to work on. The students learned how to develop their own testable question, design a procedure for collecting data and analyzing it, evaluated their findings, and then presented them to the class. I learned that each of these students understood knowledge surrounding the inquiry process of a science investigation, as well as the content specific to their investigation. Their presentations showed that they were able to use the process of inquiry to develop critical thinking skills and problem solving strategies related to an issue at hand (3.a.c). During Get Real! Science camp, students had time to observe the beach and come up with ideas of why they thought the beach was always closed. They were able to use iFlips to document their findings and narrate as they went along (3.a.d). Together, they created their own testable question to investigate, to study why the beach was always closed and if areas with a higher concentration of algae, caused there to be higher rates of bacteria. Being able to come up with their own question and investigate it from start to finish gave them a great deal of ownership over the activity as they worked together to implement a procedure, gather data, and then analyze it (3.a.e). Similarly, at STARS, the girls got to create their own question to investigate related to environmental sustainability. They chose to study something relevant to them, looking at how the household chemicals they use everyday can negatively affect the environment. Being in charge of developing this question on their own, being able to choose the materials they would use, and being responsible to gather data and analyzing it every week, made them ask each other great questions that fostered a community of learners, and a successful inquiry activity that lead to their development of new scientific knowledge (3.a.f).

//**<span style="font-family: 'Times New Roman',Times,serif;">3.b Candidates engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data and inferences in a scientific manner. **//

<span style="font-family: 'Times New Roman',Times,serif;">I have engaged students successfully in a number of appropriate inquiries. During my placed at School Without Walls we provided students with a choice to investigate one of four science investigations that involved shrinking our ecofootprints (3.b.a). Students could investigate how the color or height of household roofs effected inside temperatures and heat retention, how household chemicals affect plant growth, what food/fruit produces most ethanol, and which shape/how many windmill blades are best for producing the highest voltage. There were sixteen different experiments because there were sixteen different variables creating groups of five students. All students were engaged as my paired placement partner and I rotated around the classroom. Students developed their own testable questions and procedures and we got them the materials they requested. The students collected their data and made final graphs which they used to help them talk about their findings and present their projects to entire class.

<span style="font-family: 'Times New Roman',Times,serif;"> I also engaged students at East high in an inquiry laboratory on acid rain (3.b.b). This involved the students developing their own testable question that related to using sand, granite gravel, and limestone gravel as ground materials in lakes of water. Students would place the sand, granite gravel, or limestone gravel into cups of water and then place drops of vinegar (acting as acid rain) into the cups. Students measured pH for each cup and found that some lakes changed pH slower leading them to evaluate that the ground materials acted in some way to produce this effect, which is true as they found out the materials acted as a buffer.

//**<span style="font-family: 'Times New Roman',Times,serif;">4.a Candidates understand socially important issues related to science and technology in their field of licensure, as well as processes used to analyze and make decisions on such issues. **//

<span style="font-family: 'Times New Roman',Times,serif;">There are many issues that are socially important relations between chemistry and technology. Some examples can be found in my disciplinary knowledge paper (4.a.a). These issues include alternative energy sources such as nuclear fusion and nuclear fission. They also help us daily through medicine and antibiotics, which are chemically designed to aid the body. Chemical technology is also present in foods both through cultivating and engineering. Materials sciences also provide an important relation as most products we use today involve the synthesizing of chemical bonds by machines and other technologies, in order to produce more technologies. A big example of this is the STARS investigation that my team researched (4.a.b). We investigated how household chemicals affected plants, and found that most household chemicals killed the plants we grew. The only chemical that didn’t kill the plant was the ecofriendly detergent, which we suggested should be used in place of other household chemicals that are harming the environment.

//**<span style="font-family: 'Times New Roman',Times,serif;">4.b Candidates engage students successfully in the analysis of problems, including the consideration of risks, costs and benefits of alternative solutions, relating these to the knowledge, goals and values of the students. **//

<span style="font-family: 'Times New Roman',Times,serif;">During STARS we presented a lesson that had both half teams develop a communal daily ecofootprint of products that impact the environment such as chemicals, water, transportation, electricity, food, etc (4.b.a). The girls found that they shared a common use of hairspray daily, and decided that they would like to test how household chemicals affect the environment. The girls used several household chemicals to water radish plants and found that only the ecofriendly product produced healthy living plants at the end of the investigation. This lead them to suggest that these alternative products should be used in the house because other products are harmful to the environment.

<span style="font-family: 'Times New Roman',Times,serif;"> Students at East High investigated acid rain. They did this through the simulation of different lake waters by placing sand, granite gravel, or limestone gravel into a cup of water and then adding drops of vinegar to act as the acid rain (4.b.b, 4.b.c). Students measured pH levels and found that some lakes changed pH slower than others. The students evaluated that it was because the ground material had an effect on the acid rain, which is true as we found out that it acted as a buffer. Students then had a discussion about how this knowledge can be used in application to real lakes with knowledge of their soil content.

//**<span style="font-family: 'Times New Roman',Times,serif;">5.b Candidates successfully promote the learning of science by students with different abilities, needs, interests and backgrounds. **//

<span style="font-family: 'Times New Roman',Times,serif;">An example of a lesson I implemented that included differentiated instruction was my acid lake lab (5.ba, 5.b.b). Differentiated instruction when done effectively allows all students to find an activity that interests them and allows them to understand the material. In this lab instructions were written out in text, aided with visuals, spoken verbally, and demonstrated to the entire class before beginning. The lesson also allowed students to choose acid questions they would like to answer that assessed what they learned. These answers could be in multiple forms as well, such as comics, writing, drawings, poster, etc.

<span style="font-family: 'Times New Roman',Times,serif;"> Another example of meeting the different abilities, needs, and interests of students comes from my STARS lesson plans (5.b.c). During these lessons we found that assigning leadership roles to the girls provided each of them with more motivation and higher interest in the work they were doing. We specifically assigned a role of recorder to one girl who was strongest at this form of participation, while other girls who were more vocal found interest in video conferencing and data collecting (5.b.d). All three developed a successful investigation and worked effectively as a team with these roles in place.

//**<span style="font-family: 'Times New Roman',Times,serif;">5.e Candidates understand and build successfully upon the prior beliefs, knowledge, experiences, and interests of students. **//

<span style="font-family: 'Times New Roman',Times,serif;">During my placement at East I implemented a lesson acid rain. This lesson used students prior experiences with pH and the pH scale, as well as student believes about acid rain in Rochester, NY, to understand their investigation of rain water (5.e.a, 5.e.b). Students collected rain water from Rochester, NY and measured the pH of the water. Students then tested a model of how acid rain affects different ground materials by placing water over sand, granite, gravel, and limestone gravel in cups and placing vinegar, which acted as the acid rain, in each cup. Students then measured the pH of each lake with a probe and found that some lakes changed pH slower because the ground material acted as a buffer.

<span style="font-family: 'Times New Roman',Times,serif;"> During Get Real! Science camp my team and I allowed our students to develop their own scientific investigation about why they think the beach at Lake Ontario closed. Students believed that the seagulls and geese that populated the beach, as well as the human activity there, created the conditions that closed the beach. During the investigation students were provided with opportunities to use technology and perform other tasks that were of interest to them. Examples include using the Vernier LabQuest and probes, using the iFlip camera, and using smartboards (5.e.c). At the conclusion of the investigation students found that there were counts of coliform bacteria in the water, which suggests that the animal population did provide some impact upon the water quality and conditions that closed the beach.

[|Picture_1.png] [|DSC07434.JPG] || STARS photos || [|DSC00316.JPG] || SWW graph photos || || Atom/ion partner-card lesson Jim's observation narrative on the lesson || || Acids and Bases Lesson Plans || [|DSC00418.JPG] || Photos of student labs || [|DSC00316.JPG] [|DSC00358.JPG] [|DSC00263.JPG] [|DSC00187.JPG] || SWW environmental sustainability investigations || [|DSC00418.JPG] || Acid/Buffer lab photos || [|DSC00582.JPG] || Acid/Buffer lab graph || [|DSC07211.JPG] [|DSC07210.JPG] || Get Real Science! Pre-camp model station || || Atomic models lesson & powerpoint || [|DSC00382.JPG] || SWW windmill investigation || [|DSC00419.JPG] || Students working with the Lab Quest probes || [|Beach Model.bmp] || EDU 487 Beach Investigation Paper || [|DSC07627.JPG] [|DSC07626.JPG] || STARS graph || [|DSC00605.JPG] || Acid/Base introductory lab with student work || [|DSC00605.JPG] || Acid/Base introductory lab with student work || [|DSC00587.JPG] [|DSC00579.JPG] [|DSC00583.JPG] [|DSC00586.JPG] || Acid ran lab (acids/buffer activity) - GRAPHS || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="cursor: pointer; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> [|DSC07611.JPG]  || Adaptations/evolution station activity photos || media type="file" key="MOV07552.MPG" width="300" height="300" || SWW Nature of Science "What is a scientist?" Lesson plan with assessment || [|DSC00557.JPG] || Obscertainers lab || [|DSC07611.JPG] || SWW Adaptations stations || <span style="font-family: 'Times New Roman',Times,serif; margin: 0px; padding: 0px;"> <span style="border-collapse: separate; font-family: 'Times New Roman',Times,serif; line-height: 20px; margin: 0px; padding: 0px;"> || EDU 486 critical syntheses on inquiry in sci ed. EDU 434 Theoretical Framework || [|DSC00231.JPG] [|DSC00235.JPG] [|DSC00249.JPG] [|DSC00263.JPG] || SWW Investigation photos || [|IMG_1628_2.jpg] [|Picture_1.png] [|IMG_1605_2.JPG] [|IMG_0980.JPG] [|IMG_0993.JPG] [|IMG_1567_2.JPG] || Get Real! Science Camp investigation photos || [|Picture_9.png] [|Picture_1.png] [|DSC07434.JPG] || STARS photos/video || [|DSC00231.JPG] [|DSC00235.JPG] [|DSC00249.JPG] [|DSC00263.JPG] || SWW Investigation Photos || [|Picture_1.png] [|DSC07434.JPG] || STARS photos || [|IMG_1628_2.jpg] [|Picture_1.png] [|IMG_1605_2.JPG] [|IMG_0980.JPG] [|IMG_0993.JPG] [|IMG_1567_2.JPG] || Get Real! Science Camp investigation photos ||
 * Evidence # || Embedded Link or Object || Description ||
 * 1.1.a || [[file:contentprepwrksht1.pdf]] || Admissions Content Prep Worksheet ||
 * 1.1.b || [[file:contentPrepWrksheet2.pdf]] || Updated Content Prep Worksheet ||
 * 1.1.c || [[file:ISR_NY_PBT_31081822_20100410_20100504.pdf]] || Chemistry CST ||
 * 1.1.d || [[file:buckshawdiscpaper.pdf]] || Disciplinary Knowledge Paper ||
 * 1.1.e || [[file:Megan Saunders let of rec.doc]] || Jim's Letter of Recommendation ||
 * 1.2.a || [[file:20100331-EastHigh-MSaunders (2).doc]] || Acid and Buffers Lesson ||
 * 1.2.b || [|Picture_9.png]
 * 1.2.c || See evidence 1.1.d || Disciplinary Knowledge Paper ||
 * 1.2.d || See evidence 1.1.e || Jim's Letter of Recommendation ||
 * 1.3.a || See evidence 1.2.a || Acids and Buffers Lesson ||
 * 1.3.b || See evidence 1.1.d || Disciplinary Knowledge Paper ||
 * 1.4.a || See evidence 1.2.b || STARS photos ||
 * 1.4.b || [|DSC07459.JPG]
 * || __**NSTA STANDARDS:**__ ||  ||
 * 1.a.a || [[file:EastHighWLPObs1-MSaunders.doc]]
 * 1.a.a || [[file:EastHighWLPObs1-MSaunders.doc]]
 * 1.a.b || [[file:20100319-EastHighObs3InclusionClass-MSaunders.doc]] || Bonding Lesson plan ||
 * 1.a.c || [[file:20100324-EastHighIU#1&2-MSaunders.doc]]
 * 1.a.d || [|DSC00419.JPG]
 * 1.a.e || [|DSC00231.JPG]
 * 1.b.a || //<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; border-collapse: collapse; cursor: pointer; font-family: arial,helvetica,sans-serif; font-style: normal; padding-right: 10px;">[|STARS Blue Team Video] // || STARS video ||
 * 1.b.b || [|DSC00419.JPG]
 * 1.b.c || [|DSC00579.JPG]
 * 1.b.d || [|DSC07219.JPG]
 * 1.b.e || [[file:20100319-EastHighObs2-MSaunders (5).doc]]
 * 1.c.a || See evidence 1.1.d || Disciplinary Knowledge Paper ||
 * 1.c.b || [|DSC00235.JPG] || SWW Eco-friendly house investigation ||
 * 1.c.c || [|DSC07434.JPG] || Blue Team's Daily Impact concept map ||
 * 1.c.d || [] || Air bag lesson ||
 * 1.c.e || [|DSC00231.JPG]
 * 1.c.f || [|DSC00412_2.JPG] || Students working with the Van de Graaff generator ||
 * 1.c.g || [|DSC00418.JPG]
 * 1.d.a || [[file:20090625-EDU487FinalPaper-HyFive.doc]]
 * 1.e.a || [|DSC07628.JPG]
 * 1.e.b || [[file:20100324-EastHighIU#1&2-MSaunders.doc]]
 * 1.e.c || [[file:20100319-EastHighObs3InclusionClass-MSaunders.doc]] || Bonding Conductivity Lab ||
 * 1.e.d || [[file:20100324-EastHighIU#1&2-MSaunders.doc]]
 * 1.e.e || [|DSC00582.JPG]
 * 1.e.f || [|DSC00249.JPG] || SWW investigation graphs and presentations ||
 * 1.e.g || [[file:20091214-SWWLesson2-PowerPoint-MSaunders.ppt]] || Fossil Fuel powerpoint- SWW ||
 * 1.e.h || <span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; background-repeat: no-repeat no-repeat; cursor: pointer; padding-right: 10px;">[] || Vinegar + Baking Soda Air Bag Lab (East High) ||
 * 2.a.a || See evidence 1.1.d || Disciplinary Knowledge Paper ||
 * 2.a.b || [|DSC00412_2.JPG] || Van de Graaff Generator photo ||
 * 2.a.c || [[file:20100224-EastLP2-MSaunders.ppt]] || Atomic model over the years powerpoint ||
 * 2.a.d || <span style="margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"><span style="cursor: pointer; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> [|DSC07607.JPG]
 * 2.b.a || [] || Science and Technology Blog ||
 * 2.b.b || See evidence 1.1.d || Disciplinary Knowledge Paper ||
 * 2.c.a || [[file:20091105-SWWSeriesof3-Lesson1-MSaunders.doc]]
 * 2.c.b || [[file:61-104.pdf]] || Inquiry cube activity ||
 * 2.c.c || [|DSC00556.JPG]
 * 2.c.d || [[file:20091130-3holebottledemonstration-MSaunders(1).doc]] || 3-hole bottle demo ||
 * 2.c.e || [|DSC07607.JPG]
 * 3.a.a || [[file:20090927-EDU434CritSyn2-MSaunders.doc]] || EDU 434 critical synthesis - inquiry ||
 * 3.a.b || <span style="font-family: 'Times New Roman',Times,serif; margin: 0px; padding: 0px;">[[file:486sciinquiry.pdf]]
 * 3.a.c || [|DSC00187.JPG]
 * 3.a.d || [] || iFlip video from camp by students ||
 * 3.a.e || [|IMG_0986.JPG]
 * 3.a.f || //<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; border-collapse: collapse; cursor: pointer; font-family: arial,helvetica,sans-serif; font-style: normal; padding-right: 10px;">[|STARS Blue Team Video] //
 * 3.b.a || [|DSC00187.JPG]
 * 3.b.b || [[file:20100331-EastHigh-MSaunders (2).doc]] || Acid and Buffers Lesson ||
 * 4.a.a || See evidence 1.1.d || Disciplinary Knowledge Paper ||
 * 4.a.b || //<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; border-collapse: collapse; cursor: pointer; font-family: arial,helvetica,sans-serif; font-style: normal; padding-right: 10px;">[|STARS Blue Team Video] // || STARS Investigation ||
 * 4.b.a || [[file:stars daily footprint.doc]] || Blue Team's Daily Impact photo ||
 * 4.b.b || [[file:20100331-EastHigh-MSaunders (2).doc]] || Acid and Buffers Lesson ||
 * 4.b.c || //<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; border-collapse: collapse; cursor: pointer; font-family: arial,helvetica,sans-serif; font-style: normal; padding-right: 10px;">[|STARS Blue Team Video] // || STARS video ||
 * 5.b.a || [[file:20100331-EastHigh-MSaunders (2).doc]] || Acid and Buffers Lesson ||
 * 5.b.b || //<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; border-collapse: collapse; cursor: pointer; font-family: arial,helvetica,sans-serif; font-style: normal; padding-right: 10px;">[|STARS Blue Team Video] // || STARS video ||
 * 5.b.c || [|Picture_9.png]
 * 5.b.d || [|DSC07459.JPG] || STARS video conferencing ||
 * 5.e.a || [[file:20100331-EastHigh-MSaunders (2).doc]] || Acid and Buffers Lesson ||
 * 5.e.b || //<span style="background-attachment: initial; background-clip: initial; background-color: initial; background-origin: initial; background-position: 100% 50%; border-collapse: collapse; cursor: pointer; font-family: arial,helvetica,sans-serif; font-style: normal; padding-right: 10px;">[|STARS Blue Team Video] // || STARS video ||
 * 5.e.c || [|IMG_0986.JPG]

References

<span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">Chiappetta, E.L., & Koballa, T.R. (2010). //<span style="font-family: 'Times New Roman',Times,serif;">Science instruction in the middle and secondary schools: Developing fundamental knowledge and skills // <span style="font-family: 'Times New Roman',Times,serif; font-size: 10pt;">. New York: Allyn & Bacon. <span style="font-family: 'Times New Roman',Times,serif; font-size: 11px;">Wiggins, G., & McTighe, J. (2005). Understanding by design. New York: Prentice Hall.