Persin SCE4350 Fall 15

Florida Atlantic University

College of Education

Department of Teaching

and Learning

SCE 4350 - Principles and Methods:

K-9 School Science.

Fall, 2015: (

)

Professor: Dr. Ronald C. Persin, Ed. D.

Phone:

(Office Hours by Appointment.)

Email:

Website: https://sites.google.com/site/Lnk2Learn/

Academic Calendar: AcadCal(2015-16)

COURSE DESCRIPTION

3 semester hours. A review of concepts in science along with the methods and materials related to elementary and middle school science teaching.

CLASS TIMES and LOCATION

Monday, 7:10 to 10:00 PM, Room ED 313 – Boca Raton Campus August 17 to December 9, 2015 (14 Class meetings + Final Exam) COURSE CONNECTION TO CONCEPTUAL FRAMEWORK

As a reflective thinker, the student will make informed decisions, exhibit ethical behavior, and provide evidence of being a capable professional. This will be done by demonstrating the abilities to conduct scientific inquiry and teaching science through an inquiry-based approach. Lesson plans and integrated units, based on a structured hierarchy of concepts, must be specific to the developmental characteristics of children and the needs of diverse student populations in K-9.

REQUIRED TEXTS (2)

Settlage, J. & Southerland, S. (2011)

Teaching science to every child:

Using culture as a starting point

.

New York: Routledge. ISBN: 0415892589

Sciencesaurus: Student handbook

. (2005)

Houghton Mifflin Company. (Green Text)

ISBN-13: 9780669529166

Sources for Your Textbooks (click one that's right for you)

Chegg.com

Amazon.com

SwitchMyBooks

LiveText Requirement

All students must connect to LiveText. Helpful information and tutorials are available on the FAU COE website:

http://www.coe.fau.edu/livetext/default.htm

Course Objectives:

1. Students will be able to analyze and discuss the advantages and limitations of modern

approaches to teaching science in the elementary and middle school settings. (EAP 5.1, 7.1, 7.2, 9.1) (ACEI 1.0, 2.2)

2. Students will be able to demonstrate knowledge and understanding of various hands-on

discovery approaches to science teaching/learning, especially guided discovery teaching/learning. (ESOL 5.4), (EAP 1.1, 4.1, 4.2, 9.1 10.1, 10.2) (ACEI 3.1, 3.3, & 3.4)

3. Students will be able to identify skills and strategies important for the development and assessment of thinking skills, problem solving skills, and effective questioning techniques. (ESOL 16.2), (EAP 1.1, 4.1, 4.2, 5.1, 7.1, 7.2, 9.1) (ACEI 4.0)

4. Students will be able to develop skills necessary for effective lesson-planning including incorporation of hands-on science instruction, and locating/preparing necessary resources and materials. (ESOL 8.4, 8.5, 11.5, 16.2, 20), (EAP 1.1, 4.1, 4.2, 5.1, 6.1, 6.2, 7.1,7.2, 8.1, 8.2, 9.1, 10.1, 10.2, 12.1, 12.2) (ACEI 3.1, 3.3, 3.4, 5.1, & 5.2)

5. Students will be able to demonstrate their proficiency in the knowledge and understanding of basic science concepts, scientific principles, the nature of science, and goals/objectives of science education in accordance with national and state science education standards. (FSMCS: ELE 18.1, 18.2, 18.3, 19.1, 19.3, 19.4, 19.5, 19.6, 19.8, 19.9, 19.10, 20.1, 20.2, 20.3, 20.4, 20.5, 20.6, 21.1, 21.2, 21.3, 21.4, 22.1, 22.3, 22.4, 22.5,22.6, 23.1, 23.2, 23.3, 23.4, 24.1, 24.2, 24.3, 24.4, 24.5, 25.1, 25.2) (EAP 4.1, 4.2, 8.1, 8.2, 9.1, 10.1) (ACEI 2.2)

6. Students will be able to describe ways of incorporating the various forms of technology into science instruction and lesson planning) (ESOL 17.5) (FSAC 26.1, 26.2, 26.4) (EAP 12.1, 12.2) (ACEI 2.2)

7. Students will be able to describe ways of assessing what students know and are able to do. (ESOL 17.5) (EAP 1.1, 8.1, 9.1) (ACEI 4.0)

8. Students will be able to plan ways of integrating science with mathematics, arts, social studies, music, and language arts. (ESOL 8.4, 8.5, 11.3, 11.4, 11.5), (EAP 4.1, 4.2, 7.1, 8.1, 10.1, 10.2) (ACEI 2.8)

9. Students will be able to develop an understanding of the importance of teaching science to students with disabilities, including students of all social and cultural backgrounds. (ESOL 6.5, 6.6, 6.10) (EAP 5.1) (ACEI 3.3 & 3.4)

KEY: Florida Educator Accomplished Practices (EAP), Association for Childhood Education

International (ACEI), Florida Subject Area Competencies (FSAC), Subject Matter Content Standards for Florida Teachers (FSMCS), English for Speakers of Other Languages (ESOL)

CLASS CONTENT OUTLINE

Course Introduction/Overview, Student Information Sheets, Syllabus

Discussion of Assignments, Instructional Resources (Website, BlackBoard, Texts) Introduction to SCE4350: Science, Technology, Common Core, NGSS, Inquiry, PowerPoint Assignment Sign-up (Slides due Sept 14, 21, 28)

How to Write the Science Teaching Philosophy Paper End of Class Review Handout

Class meeting #2: August 24.

Science Teaching Philosophy Paper – Due

Scientific Method, Mnemonics, Metric System, Graphing Data.

The Sciences of SCE4350 (Biology, Earth & Space, Environmental, Chemistry, Physics) Competency Assessment – Designing Lesson Plans (Have idea for next class)

End of Class Review Handout

Assignment: Teaching Science Text – Preface, Ch. 1&2 (Reading Questions, Due Aug 31)

Class meeting #3: August 31.

Teaching Science Text – Preface, Ch. 1&2 (Reading Questions, Due) Competency Assessment – Designing Lesson Plans (Requirements)

Sign-up for Lesson Plan Presentation (Due October 12, 19, 26) Introductory Slides II: Significant Figures, Scientific Notation, Calculating with Formulas, Using the Metric System

Inquiry Activity #1: Causes of Friction

Designing Science Fair Projects (Requirements)

Science Fair Project Ideas (Have one or two for next class.) End of Class Review Handout

Assignment:

PowerPoint Presentations (students A-K), Due Sept 14)

Teaching Science Text – Ch. 3-4 (Answer Reading Questions, Due Sept 14)

Monday, Sept. 7 – Labor Day, Class does not meet.

Class meeting #4: Sept 14.

Teaching Science Text – Ch. 3-4 (Reading Questions, Due) Sign-up for Science Project Presentation (Due Nov 9, 16, 23) Inquiry Activity #2: Gravity vs Speed of Satellite

PowerPoint Presentations Due (students A-K) End of Class Review Handout

Assignment:

PowerPoint Presentations (students L-S, Due Sept 21)

Teaching Science Text – Ch. 5-6 (Answer Reading Questions, Due Sept 21)

Class meeting #5: Sept 21.

Teaching Science Text – Ch. 5&6 (Reading Questions, Due) Inquiry Activity #3: Radioactive Decay Simulation

PowerPoint Presentations Due (students L-S, due) Completing a Lesson Plan Draft

End of Class Review Handout Assignment:

PowerPoint Presentations (students S-Z, Due Sept 28)

Teaching Science Text – Ch. 7&8 (Answer Reading Questions, Due Sept 28)

Class meeting #6: Sept 28.

Teaching Science Text – Ch. 7&8 (Reading Questions, Due) Inquiry Activity #4: The Simple Pendulum

PowerPoint Presentations Due (students S-Z, due) End of Class Review Handout

Assignment:

Class meeting #7: Oct 5.

Sciencesaurus - Sections 1-2-3-4 (Answers to Questions, Due) Sample Lesson Plan Presentation

Inquiry Activity #5: What To Do For PI-Day 3-ring Binder check

End of Class Review Handout Assignment:

Lesson Plan Presentations (students A-K, Due Oct 12)

Teaching Science Text – Ch. 9&10 (Answer Reading Questions, Due Oct 12)

Class meeting #8: Oct 12.

Teaching Science Text – Ch. 9&10 (Reading Questions, Due) Inquiry Activity #6: Solar System Scale Model

Lesson Plan Presentations (students A-K, due) End of Class Review Handout

Assignment:

Lesson Plan Presentations (students La-Sh, Due Oct 19)

Teaching Science Text – Ch. 11&12 (Answer Reading Questions, Due Oct 19)

Class meeting #9: Oct 19.

Teaching Science Text – Ch. 11&12 (Reading Questions, Due) Inquiry Activity #7: Speed of Sound in Air

Lesson Plan Presentations (students La-Sh, Due) Completing a Science Project Draft Handout Sample Science Project Presentation

Assignment:

Lesson Plan Presentations (students So-Z, Due Oct 26)

Teaching Science Text – Ch. 13&14 (Answer Reading Questions, Due Oct 26)

Class meeting #10: Oct 26.

Teaching Science Text – Ch. 13&14 (Reading Questions, Due) Inquiry Activity #8: Density of Metal

Lesson Plan Presentations (students So-Z, Due) Sample Science Project Presentation

Assignment:

Students (can’t be here on Nov. 23rd_{) Science Project Presentations} Must bring-in Board, Materials, and 1-page Abstract

Sciencesaurus - Sections 5-6-7-8 (Answers to Questions, Due Nov 2)

Class meeting #11: Nov 2.

Sciencesaurus - Sections 5-6-7-8 (Answers to Questions, Due) Inquiry Activity #9: Heat of Fusion of Ice

Students (can’t be here on Nov. 23rd_{) Science Project Presentations} Must bring-in Board, Materials, and 1-page Abstract

Assignment:

Science Project Presentations (students A-Pi, Due Nov 16)

No In-Class meeting #12: Nov 9 - Prof presenting in Santa Fe, NM Students work on Science Projects and Board Design.

Science Project Presentations (students A-Pi, Due Nov 16)

Class meeting #13: Nov 16.

Science Project Presentations (students A-Pi, Due)

Lesson Plan with Science Project Abstract in Appendix (To LiveText) Science Project Presentations (students Pt-Z, Due Nov 23)

Class meeting #14: Nov 23.

Science Project Presentations (students Pt-Z, Due)

Students must bring-in Board, Materials, and 1-page Abstract Assignment:

Lesson Plan with Science Project Abstract in Appendix (To LiveText) Reading Week (Nov 30th _{to Dec 2}nd_{) - Complete & Send Exam Review}

Final Exam Week (December 3rd to 9th)

SUMMARY OF COURSE REQUIREMENTS:

Full participation in ALL course activities/assignments/discussions, including one (1) science teaching philosophy paper, (All) chapter reading questions answered for the Settlage text and Sciencesaurus, one (1) PowerPoint presentation of 10-12 slides, one (1) Competency Assessment (CA) science project and presentation, one (1) Competency Assessment (CA) lesson plan and presentation, several weekly in-class assignments/inquiry activities, two (2) binder checks, final exam review handout, and final exam. Students are also expected to conduct peer-review, view all course postings and announcements on Blackboard, LiveText, and class website, as well as

promptly answer email.

DESCRIPTION OF MAJOR ASSIGNMENTS FOR SCE 4350

1. Science Teaching Philosophy Assignment: This two-page maximum, double-spaced, font-size 12 paper requires you to describe what kind of science teacher you aspire to be. Are a

Traditionalist or a Progressive? (Or maybe something in-between?) Think of it this way, if someone asks you about your philosophy during a job interview, how would you respond? Also address such things as how you plan to: provide for students with disabilities, the diverse classroom, continue to expand your knowledge base, and your relationship with parents, co-workers, and administration.

View Traditional vs Progressive View learning_theory_persin.pps

2. Settlage Text Reading Questions: Your must provide the answers to the assigned reading questions from the Preface and each chapter of the Settlage text, Teaching science to every child: Using culture as a starting point. There will also be questions from the Sciencesaurus. Answers to the questions must be brought to class on the due dates for recitation.

sce4350_rdquesfrwd_1_2.doc sce4350-_settch3_4.doc

sce_rdques_ch5_6.docx scerdques_ch7_8.docx

sciencesaurus1234.docx Ch9_10_ques_sum15.doc

ch11_12ques_sum15.docx ch13_14ques_sum15.doc

sciencesaurus5678.docx

3. PowerPoint Presentation: This 10 to 12-slide PowerPoint covers benchmarks that K-9

students must achieve, and also may improve your proficiency on the Florida Subject Area Test in Elementary Education. You must provide a narrative for each slide, a “Concept Check” midway, and a "Quick Quiz" for the class at the end. Choices for topics will be given in class. Your

presentation will be peer-reviewed.

sce4350_ppt_scor.pdf powerpttops4350.docx

View CPalms Florida Standards.

4. Competency Assessment (CA): Science Concept Lesson Plan.

Students will demonstrate understanding of science content based on the planning of activities and assessment of learning outcomes via a lesson plan format. You need to make sure that your lesson plan is inquiry-based and developmentally appropriate to the various needs of the students,

contains higher-order thinking questions, addresses misconceptions, includes ESOL strategies, accommodation for students with disabilities, and the provides for the diverse classroom. A detailed format of a lesson plan will be posted on BlackBoard. The lesson will be presented to the class along with a student activity. This presentation must last a minimum of 10 minutes and emphasize the 5-E Model. A scoring guide for the presentation will be discussed in class. Objectives must relate to the standards. You must post your Lesson Plan on LiveText in a timely manner after it contains your Science Project Abstract to get full credit. Your presentation will be peer-reviewed.

View NGSS Standards. View CPalms Florida Standards.

sce4350samplespln_bat.doc sec4350lesspl_form.doc

sce4350_lesspl_ff.doc sce_lesplndrft.docx

Lesson Plan Scoring Rubric2.doc View Summary of Goal 3 Standards

5. NCATE Competency Assessment (CA): Science Fair Project.

You must design and conduct a science experiment in order to prove/disprove a hypothesis. Your project is presented to the class, along with the materials used, and results are displayed on a science fair board. Write a 1-page Abstract and copy to the Appendix of your Lesson Plan in a timely manner to get full credit. Your work will be peer-reviewed.

scifair_elem_hndbk15.pdf scifair_scoring4350.doc

sce_sciproj_drft.docx sample_abstract_15.doc

sample_board.jpg SafetyInTheScienceClassroom.pdf

6. Weekly In-class Assignments: Several inquiry activities will be done in class. Also, handouts will be given to you to complete in class dealing with the contents of your binder, the

Sciencesaurus, and the Settlage text.

inq1fric.pdf inq2grav_sat.pdf inq3radlab.pdf

inq4pendlab.pdf inq5piday.pdf inq6solsys.pdf

inq7spdsnd.pdf inq8density.pdf inq9_ht_fusn.pdf

7. Final Exam: The exam consists of some open-ended questions, science content problems to solve, and critical-thinking essay questions. There will be a Final Exam Review posted after class meeting #14. As resources for the exam you will be permitted to use your 3-ring binder,

Sciencesaurus Handbook, and Settlage text.

TEACHING METHODOLOGIES:

ASSESSMENT PROCEDURES: Based on 300 total points.

Assignment Points Assignment Points

Science Teaching

Philosophy Paper

15

Lesson Plan and

Class Presentation

25

Reading Questions

90

Final Review

10

Science Fair Project

(Board, Abstract,

and Presentation to

the Class)

25

Weekly In-Class

Activities, Class

Participation, and

Attendance

60

PowerPoint and

Class Presentation

25

Final Exam

50

Total Points = 300

GRADING SCALE PERCENTAGES

94 – 100 = A 77 – 79 = C+ 90 – 93 = A- 74 – 76 = C 87 – 89 = B+ 70 – 73 = C-84 – 86 = B 69 – 65 = D 80 – 83 = B- 64 & below = F

ATTENDANCE

1. According to Florida Atlantic University policy, “Students are expected to attend all of their scheduled university classes and to satisfy all academic objectives as outlined by the instructor.” Reasonable accommodations are made for religious observances. Office of the Registrar will be notified at second absence.

2. Attendance includes meaningful, active involvement in all class sessions, class discussions, and all course-related activities outside the classroom, as well as displaying professional, ethical

conduct in class. You are required to build a set of notes in your binder during class, and not losing class focus by “taking notes on my laptop.” Professional conduct for pre-service teachers includes being respectful to your peers, being on time and staying until class ends, and observing due-dates for assignments. Therefore, no late work is accepted.

3. If you anticipate being absent, you should notify me in advance and send-in the work that is due. Your professor cannot excuse you from class. If you have a university-approved

absence, including your participation in a religious observation, or if you have a valid excuse from a doctor, you will have the opportunity to make-up the work missed within a reasonable period of time.

4. It is your responsibility to obtain the notes from a classmate if you are ever absent. You are also responsible for any and all information given to the class. And you are also accountable for all work that is due the next class. A class roll sheet will be circulated during each class period. Students arriving late and/or leaving early will be annotated. Perfect attendance will result in an on-line final exam. Professor will make final decision.

MATERIALS NEEDED FOR CLASS

3-ring binder with lined paper, pens (not red) and pencils, scientific calculator, Teaching science (Text), Sciencesaurus (Handbook)

If you need academic assistance for a disability, you should register with the Office for Students with Disabilities and hand-in the paperwork.

CELL PHONES

Please turn all cell phones to a non-sound mode while class is in session. Please do not use earbuds/Bluetooth clips. Additionally, there will be no texting while in class, if you must

communicate with those outside of class please take yourself out of the room. Students seen texting will have points deducted from class participation.

ACADEMIC HONESTY

As a student at FAU, you are expected to uphold the Honor Code of the University at all times. Please refer to the University Catalog for a full description of the Honor Code, especially as it pertains to academic irregularities and students' academic grievances. The most important thing to remember is that cheating of any kind will have very severe repercussions and will not be tolerated. This includes cheating on tests and quizzes, plagiarism, or having others complete your work for you. Here are some helpful hints to ensure that you maintain academic integrity

at all times especially with regards to plagiarism.

1. You cannot use the ideas or words of another and present them as your own. You can, however, use ideas from others in a paper or speech, provided that you properly acknowledge the source of your material.

2. If you paraphrase information from a website and include it in work that you submit, you must properly acknowledge the website and author. All FAU instructors have access to a software program that automatically detects work that is plagiarized from the internet.

3. Stealing (pinching) information from the internet is a serious violation of the University Honor Code. Many students are accused of plagiarism because they are not aware of the appropriate procedures for acknowledging sources. If you are unsure how to site your sources, or if you don't understand plagiarism, consult your professor.

BIBLIOGRAPHY:

1. Educational Research

FAU Library System

http://www.fau.edu/library/

Science Education Journals

http://dir.yahoo.com/Education/journals

http://homepages.wmich.edu/~rudged/journals.html

Computer: APA Style websites

http://www.wisc.edu/writing/Handbook/DocAPA.html

http://www.english.uiuc.edu/cws/wwrorkshop/bibliography/apa/apamenu.htm

Useful websites for teachers

http://classroom.jc-schools.net/sci-units/matter.htm

http://school.discovery.com

http://www.teachers.net

http://www.education-world.com

http://www.k-6educators.about.com

http://www.lessonplanspage.com

http://www.edhelper.com

http://www.EffectiveTeaching.com

http://www.acei.org/

http://www.juliantrubin.com/fairprojects.html

Item Banks for making diagnostic and practice tests

NAEP Questions Tool

www.nces.ed.gov/nationsreportcard/ITMRLS

TIMSS Released Items

http://nces.ed.gov/timss/educators.asp

2. Science Organizations

National Academy of Science

http://www.nas.edu/

http://nap.edu

American Association for the Advancement of Science

http://www.aaas.org/

http://www.project2061.org

National Science Foundation

http://www.nsf.gov/

National Aeronautics and Space Administration

http://www.nasa.gov/home/index.html

Science Careers

http://recruit.sciencemag.org/

National Science Teachers Association

www.nsta.org

Florida Association of Science Teachers

http://www.fastscience.org/

Science News Online

http://sciencenews.org

Science Resource Center

http://www.si.edu/nsrc

3. Dr. Persin’s Research Interests

Analysis of Teacher-Authored Websites in Honors and AP Physics (Doctoral Dissertation)

Web-Assisted Instruction (WAI) and Block Scheduling

Asteroid Mining

http://chview.nova.org/station/ast-mine.htm

Programming in Java

http://java.sun.com/docs/books/tutorial/

The Chemistry of the Ozone Layer

http://www.oar.noaa.gov/climate/t_ozonelayer.html

Living on Mars

http://www.astrobio.net/index.php?option=com_debate&task=detail&id=1026

Cloud Computing

http://communication.howstuffworks.com/cloud-computing.htm

4. Dr. Persin’s Professional Memberships

American Association of Physics Teachers (AAPT)

http://www.aapt.org/

Institute of Electrical and Electronic Engineers (IEEE)

http://www.ieee.org/portal/site

Association of Computing Machinery (ACM)

http://www.acm.org/