Saturday, September 24, 2016

   

CURR 236 Fall 2016 - Modesto Campus
Science Curriculum and Instruction (1 unit)
Instructor: Jeannine Huffman M.Ed.  jeannine.huffman@gmail.com  (209)-241-6517
Dates of Course: 10/05/2016 , 10/12/2016 , 10/19/2016 , 10/26/2016 , 11/02/2016
Times: 4:30 - 7:30 p.m.
Mission of Teachers College of San Joaquin (TCSJ)
To develop a workforce of teachers and school leaders that are comfortable with collaboration, understand the need to prepare students for both work and higher education, and have the skills to develop, implement and sustain innovative educational ideas.
TCSJ’s Program Learning Outcomes
TCSJ exemplifies the notion of learning opportunities that are rigorous, provide relevance, are relationship-driven and incorporate reflection for professional growth.
TCSJ’s Core Learning Outcomes
  1. TCSJ graduates have expertise in developing relevant and rigorous curriculum. Graduates design systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students.
  2. TCSJ graduates have expertise in the implementation of relevant and rigorous curriculum. Graduates implement systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students.
  3. TCSJ graduates sustain a practice of innovation and reform.
  4. TCSJ graduates understand the power of research. They critically analyze and synthesize findings to support the development and implementation of rigorous and relevant curriculum and plans. Graduates develop and implement research to contribute to the wider body of knowledge as well as to reflect on and inform personal practice.
  5. TCSJ graduates are collaborative, reflective practitioners who are committed to providing rigorous, relevant, and innovative educational experiences for all students.
Course Description
Candidates learn a variety of strategies, instructional approaches and assessment procedures to increase their ability to develop, deliver, integrate and regularly assess science competencies. Candidates demonstrate the ability to understand and teach the progression of the state adopted Next Generation Science Standards, which includes the integration of literacy for all students in science. This course will emphasize “hands-on: labs, demonstrations, class activities, and explanations that will be used to focus on the ideas of the scientific method, investigation, and experimentation.
Student Learning Outcomes: Candidates will:
  1. Review and understand the Next Generation Science Standards appropriate for K-12 students;
  2. Learn effective teaching and assessment strategies to teach science - e.g. demonstrations, cooperative grouping, performance, importance of accuracy, precision and estimation;
  3. Understand conceptual teaching of science, including the principles and concepts of science, student misconceptions, experimentation and investigation, and use of tools and technology in science;
  4. Understand the importance of literacy development in the science classroom including expository text in the content areas.
  5. Address equity issues related to science literacy, including gender, race and language acquisition.
Attendance
As a community of learners, your insight, experience, and reflection are needed contributions to our class. Therefore, attendance to all class sessions is required to receive a grade of “A.” Two tardies or leaving early (15 minutes or more) is the equivalent of an absence. (Missing ONE class equals missing 20% of the instruction!) Failure to show up for two sessions will result in an automatic final class grade no higher than a “C.” If a student must miss a class session it is the student’s responsibility to notify the instructor in advance, and it the student’s responsibility to find out what he or she missed and any assignments due for the next class session. If a student misses class and doesn’t make these arrangements or has two or more absence, he/she will be required to repeat the course.
Special Considerations:
Any student in this course who has a disability that prevents the fullest expression of his/her abilities should contact the instructor as soon as possible so that reasonable accommodations can be made.
Course Expectations
The instructor expects that all students:
  • Be on time at all scheduled class sessions. Class begins promptly at 4:30 and ends at 7:30 each evening.
  • Have regular attendance at scheduled class sessions.
  • Notify instructor prior to class if you will be absent. All absences require makeup work that demonstrates knowledge of the SLOs addressed in the class session missed.
  • Participate actively in class discussions and activities
  • Refrain from using cell phone, texting, checking email during class time, except for class activities. If there are special circumstances, please discuss with the instructor prior to class, and accommodations will be made.
  • Exhibit professionalism


Professional Conduct
Students and staff agree to treat one another with mutual trust and respect, promote the success of the individual and the group as a whole, and refrain from behavior that is disruptive, offensive or reflects bias of any kind. All members of this learning community agree to maintain personal and academic integrity including refraining from plagiarism.
Course Materials
CA adopted Next Generation Science Standards
Related articles and resources
Course Grading: Grading will be based on in-class attendance, assignments, readings, and homework. Course performance will be rated on a scale of A through F with “C” being the minimum acceptable rating. Receipt of a “C-” for any reason results in a non-passing grade and will cause the student to be placed on academic probation.


 Grading Scale (based on this syllabus)
Grades
Minimum Score
Grade-Point Equivalent
A
93%
4.0
A-
90%
3.7
 B+
87%
3.3
B
83%
3.0
B-
80%
2.7
C+
77%
2.3
         C
73%
2.0
C-
70%
1.7
 D+
67%
1.3
D
63%
1.0
D-
60%
0.7
F

0.0
ASSIGNMENTS: 100 points
1. Science Lesson Observation: 15 points (Begin in class - Due Night 2)
View a science lesson being taught on-line. Type a reflection describing the classroom strategies, timing, management, and activities observed, their appropriateness and effectiveness. Be sure to include why or why not the strategies & activities were effective, and any observed modifications made for English Learners or special populations. This assignment is designed to model pedagogy in delivering science content in shorter chunks and lots of repetition. https://youtu.be/6UY4wzMG-tA
2. Science Lesson Plan with Inquiry-based Experiment: 30 Points (Due night 4 & 5)
  1. Create a comprehensive and detailed 50 minute plan for a lesson related to your grade level science content area. Implement it in your classroom.
  2. Include Next Generation Science Standards, learning objective, time frames (Running Clock), curricular materials, instruction (teacher actions, instructional strategies, student actions, including modifications for English Learners, SDAIE and Realia strategies, and special populations, assessments, and closure. Include a list of any sources you use, such as handouts, textbooks and websites and student work samples.
  3. Create a PowerPoint or Prezi to present your lesson.
  4. Print out your PowerPoint/Prezi as a PDF with 4 slides per page in color for the instructor.
  5. Make sure there is a science career focus.
  6. Print and bring any handouts and materials needed to present.
  7. Print a copy for the instructor.
  8. Be prepared to give and receive feedback to aide you in improving lesson plans.
3. Scientific Method Form/Lab Safety Contract: 10 Points (Due night 4 & 5)
Candidates will create an age appropriate Scientific Methods Form and Lab Safety Contract to include these sections: asking questions, forming a hypothesis, procedures or steps, materials list, safety needed for this experiment, analyze results, and draw conclusions.
4. Lesson Plan Reflection: 10 Points (Due last night)
Candidate will complete a typed paper, double spaced for their lesson to address all questions below:
  1. Learning Objectives: What are some ways these objectives were appropriate for your students, including your EL and Special Populations students? In what ways were these objectives not appropriate?How might these objectives relate to what students have learned and what you plan to do in the future?
  2. Anticipatory Set: What are some ways your strategies for building student interest were effective/ineffective? What are some strategies you might use in the future?
  3. Instruction: In what ways were your instructional strategies, activities, groupings and closure effective/ineffective? the future, what are some instructional strategies, activities, groupings and closure you might use? What are some ways in which students were able to share their learning?
  4. Materials: What are some ways your materials were effective/ineffective? What are some materials you might use in the future?
  5. Assessment: How effective were your assessment strategies in measuring the student learning objectives for all students, including any identified distinct learners? How might you assess student learning in the future?
5. Reflection - 5 points per night (15 points total for three nights)
Candidates will be write reflection for sessions 1-3 due in class.
6. Participation -  4 points per night (20 points total for five nights)
Candidates will be expected to participate in all classroom activities.


Course Schedule:
The instructor reserves the right to make course changes with the best interest of the students in mind.


Session 1
Welcome/Getting to Know You/Norms/Syllabus & Assignments
Introduction - What is Science in the Classroom? Quick-write and share
What causes the seasons? “A Private Universe”https://www.youtube.com/watch?v=TrXaQu_qGeo
The Nature of Science
Misconceptions in science, discuss https://www.nap.edu/read/5287/chapter/5#29
How do you do Science Notebooks (PowerPoint?
Reading and Writing in Science (model with activity)
Investigation Lab - Soda floating and sinking in a cooler (measurement)
Debrief elements of an investigation
Sammi Teaching Science -  Begin in Class https://youtu.be/6UY4wzMG-tA
Debrief/Reflection
CLO-3; SLO-B, C, E
Homework: Work on Lesson Plan & PowerPoint or Prezi

 Session 2
Teaching to the Standards and Making the Standards work for you
Grade level articulation of science content, chart and discuss
Meeting the needs of all learners through science education
How do you Teach the  Scientific Method? Experimental Design
Investigation Lab - Light Your Way (electricity) Design Steps
Differences? Similarities between investigations and experimental design
Schedule Presentations
Debrief/Reflection
CLO-2, 3; SLO- A, B, C, E
Homework: Work on Lesson Plan & PowerPoint or Prezi
Session 3 What is your Lab Safety Protocol?
Setting up labs, classroom management and safety procedures
Analyze and review real-life safety scenarios OSHA LAB Certification
Debrief and reflect
Team Lesson Plan Presentation Planning
Homework: Work on Lesson Plan & PowerPoint or Prezi
CLO-2, 5; SLO- B, C, D, E
Session 4 How do you Assess Science Understanding?
Types of assessments in science, review sample assessments
Age/grade level appropriate lab forms, adaptations for EL and special needs students
Jigsaw research article on effective teaching strategies
Share and discuss aha’s, apply to classroom practices
Presentations by lesson plans
Debrief and Reflect
CLO-2, 3; SLO- B, C
Session 5
Survival Science” - Science Games and Fun Labs
Presentation of lesson plans
Course Evaluation
CLO-1, 2, 3, 5; SLO- B, D, E
Science Resources
Standards
NGSS for California Public Schools, K-12 by TOPIC and Standards
National Science Teachers Federation
Classroom Management
Whole Brain Teaching: Middle School Model Classroom Management
5E Lesson Plans
What are the 5 e’s?
California Academy of Sciences
/
Assessment
Assessing Science Inquiry Writing - Giving FEEDBACK
Changing Variables
No More Cookbook Labs
Science Notebooks
Buck Institute Project Based Learning Science
Miscellaneous
Energy- Spool Racers
California Science Teachers Digital Chalkboard - Professional Development


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