Chipola College s3

CHIPOLA COLLEGE COURSE SYLLABUS

COURSE TITLE: COURSE NUMBER: Teaching Secondary School Science Practicum SCE 4941

COURSE DESCRIPTION: This course is designed for students who are majoring in science education and who will be obtaining teacher certification in grades 5-9 or 6-12. This practicum accompanies SCE 4330 and provides students with opportunities to present their interactive curriculum projects to secondary school students in local area school districts. Students spend a minimum of 30 school-based hours in the secondary school classroom. Project presentations will be coordinated with inservice secondary school teachers and their curriculum schedules and needs. This course addresses specific Sunshine State Standards, subject matter competencies, and pedagogy pertinent to the discipline and required for certification. Prerequisites or Corequisites EDF 3214 and SCE 4330. 1 semester hour credit. [A] 30 observation hours are required

CO-REQUISITE: SCE 4330

Santine Cuccio, Ph.D. Office - D 112 INSTRUCTORS: (850) 526-2761 Ext. 3497 [email protected] Office hours posted on door and website

DATE OF LATEST REVISION: October 10, 2006

REQUIRED TEXTBOOKS/DOCUMENTS:

Science Chiappetta, E.L. and Koballa, T.R. 2006, Sixth Edition, Science Instruction in the Middle and Secondary Schools. Upper Saddle River, NJ. Merrill Prentice Hall

Florida Sunshine State Standards and Grade Level Expectations (GLE’s) prepared by the Florida Department of Education (www.firn.edu).

Florida Department of Education. FCAT items (http://www.firn.edu/doe/sas/fcatitem.htm)

Suggested Reading for Science:

Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock. (2001) Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD, 0-87120-504-1

Trowbridge, Leslie W., Bybee, Rodger W. and Powell, Janet Carlson. 2000, Seventh Edition, Teaching Secondary School Science, Strategies for Developing Scientific Literacy. Upper Saddle River, NJ.

Koch, J., 2005, Third Edition, Science Stories. New York, Houghton Mifflin Company

Novak, J. D., and Gowin, D. 1984, First Edition, Learning How to Learn. Cambridge University

GRADING POLICIES: Course Evaluation Criteria:  Major Assignments (40 %)  Tasks (50%)*  Professionalism in Attendance and Participation (10%)

Your final grade will be based upon the college grading scale which is as follows: A B C D F 93 – 100 83 – 92 70 – 82 60 – 69 Below 60

*Tasks must meet the criteria for “demonstrated” as determined by the scoring rubric to earn credit for this course.

A task judged as “partially demonstrated” or “not demonstrated” may be resubmitted for the purpose of demonstrating the accomplished practice indicator. The original grade will be used when calculating the course average. Points will not be deducted or added for resubmission.

No grade will be given for the course until all tasks have been successfully demonstrated.

The Chipola Catalog provides specific information regarding other outcomes from the grading system. A student’s Grade Point Average is derived from the grading system/quality point scale.

STUDENT LEARNING OUTCOMES FOR SCE 4941:

Students enrolled in SCE 4941 will be required to complete following. A. Tasks 1. Task 2.2.1 (FEAP 2.1, 2.2, 2.3, 2.4, 2.6, 2.11): The candidate videotapes three 15 – 30- minute lessons, evaluates his/her performance, and obtains an external evaluation from a peer or mentor on the tape. The product is three tapes and the self and peer assessments along with the summary of what he/she learned. 2. Task 7.3.1 (FEAP 7.1, 7.3, 7.4, 7.5): The candidate administers a survey to students to determine their attitudes about self-concept, reading/learning, autonomy, environmental mastery, family, and school. The candidate analyzes the results of the survey and develops strategies to motivate and support students. The product includes the analysis and the strategies. 1. Task 10.1.1(FEAP 10.1, 10.02, 10.3, 10.4, 10.6, 10.10, 10.12, 10.13, 10.14): The candidate develops a curriculum plan for a grading period and a detailed unit plan during the same time period. Included in the unit plan are the specific lesson plans for the week. 2. Task 5.4.2(FEAP 5.2, 5.5, 5.6, 5.9, 5.12): The candidate plans a lesson for a class containing diverse students. The teacher is observed to determine effectiveness of instruction with a diverse student population. This observation targets sensitivity, equitable treatment, and planning for students from different backgrounds, cultures, and skill levels. (Include as part of 10.1.1) 3. Task 9.2.1(FEAP 9.4, 9.5, 9.7, 9.9, 9.10, 9.14): The candidate designs, conducts, and evaluates a cooperative learning activity. The candidate carefully observes the students’ behavior, keeping anecdotal records regarding social skills. The product is the plan for the activity, anecdotal records taken during the activity, and the analysis of results regarding both cognitive and social skills. (Include as part of 10.1.1)

B. Major Assignments 1. First Impressions of a Classroom (Safety Features, Manipulatives) 2. Sketch of “Bird’s Eye View” of Classroom 3. Interview Student about Attitudes toward Math/Science 4. Observe Student(s) with Special Needs 5. Interview Teacher on Creating a Learning Environment 6. Observe an Activity in Class 7. Looking for Active Listening 8. Simple Lesson Observation 9. Observe Student-Teacher Interactions 10. Observe and Assess Group Work 11. Jackson County Blue Springs Project

MEANS OF ACCOMPLISHING OUTCOMES: The practicum will consist of 30 observation hours and 10 teaching hours (in connection with SCE 4330) in the same high school classroom.

LIBRARY AND ON-LINE REFERENCE MATERIALS: The library is a comprehensive, learning resource center providing information in print, electronic, and multimedia format to support the educational objectives of the College. In addition to print media, online catalogs and resources can be accessed through www.linccweb.org and www.netlibrary.com. Library hours are posted each semester at the building entrance.

Chipola’s website is located at www.chipola.edu.

TECHNOLOGY RESOURCES:

The Information Technology Center, located in the library, is equipped with computer workstations. Lab hours are posted each semester at the building entrance.

The Secondary Education Resource Room is located in the Natural Science Building – D 105.

ATTENDANCE, PROCEDURES, AND WITHDRAWAL POLICIES:

1. Attendance: Students are expected to attend every class. Class will begin at the scheduled time. Students are expected to be prepared to begin work at this time. Students will be counted tardy if they arrived late or if they leave early. The following requirements will be upheld: A. Three late arrivals and/or early departures are equivalent to one absence. B. A tardy of more than 15 minutes will be recorded as an absence.

2. Procedures. A. Students are expected to complete reading assignments prior to each class so they can actively participate in class discussions and group activities. B. Work is to be handed in at the beginning of class – on the assigned due dates. A penalty will be assigned to work handed in after this time. C. Student conversations in class must be confined to specific course readings and relevant examples. D. The class will follow the course syllabus as closely as possible. Changes may be made to allow for observations and other visits. Regular attendance in class will assure getting all pertinent information. E. Please finish all eating and drinking before coming to class. F. Please remember to turn off your cell phones.

3. Withdrawal Policies: Students will not be administratively withdrawn from this course due to excessive absences. It is the student’s responsibility to acquire the appropriate forms and to execute the appropriate college sanctioned procedures to officially withdraw from this course. A student is allowed to repeat a course a maximum of three (3) times. On the third attempt a student (1) must bear the full cost of instruction, (2) cannot withdraw, and (3) must receive a grade.

MAKE-UP POLICY: Students are responsible for all work missed during any absence (excused or unexcused). It is the student’s responsibility to get the handouts and other materials. Do not use class time to get these materials.

Assignments not turned in on or before the due date will be considered late. This holds for students who are absent on the due date.

Exams cannot be made up unless some arrangements have been made prior to the scheduled administration.

ACADEMIC HONOR CODE POLICY:

Students are expected to uphold the Academic Honor Code. Chipola College’s Honor Code is based on the premise that each student has the responsibility to 1) uphold the highest standards of academic honesty in his/her own work; 2) refuse to tolerate academic dishonesty in the college community; and 3) foster a high sense of honor and social responsibility on the part of students.

Further information regarding the Academic Honor Code may be found in the Chipola Catalog, Student Governance section.

STUDENTS WITH DISABILITIES POLICY: Chipola College is committed to making all programs and facilities accessible to anyone with a disability. Chipola’s goal is for students to obtain maximum benefit from their educational experience and to effectively transition into the college environment.

Students with disabilities are requested to voluntarily contact the Office of Students with Disabilities to complete the intake process and determine their eligibility for reasonable accommodations. *TENTATIVE ASSIGNMENT SCHEDULE: Class Assignment Topic Meeting Due Date Aug. 21 Orientation Aug. 28 Observing Sept. 4 Holiday /Observing Sept. 11 Observing Sept. 18 Observing Sept. 25 Observing MA’s 1-5 Oct. 2 Observing Task 7.3.1 Oct. 9 Observing Oct. 12-14 FAST CONVENTION Oct. 16 Fall Break/Observing Oct. 23 Observing Task 10.1.1 Unit Plan, 5.4.2, 9.2.1 Oct. 30 Teaching/Observing MA’s 6-10 Nov. 6 Teaching/Observing Nov. 13 Teaching/Observing Nov. 20 Teaching/Observing Nov. 27 Teaching/Observing Dec. 5 Teaching/Observing Task 2.2.1 Videotape Lessons Note: Teaching should be 3 consecutive days + 2 consecutive days; or 5 consecutive days (same one class in each situation); or 3 consecutive days in the practicum classroom + Jackson County Blue Springs Project

Objective Nat’l Science Florida Content Florida Assessment Education Competencies Standards Educator Measures Standards and Skills(FCS) (CS) Accomplish (NSES) Professional ed Practices Sunshine State Education (PE) (FEAP) Standards(SSS)

Science as a Process NSES Content FCS – Bio 1.1- All CS 4.01, 4.02, MA11 Standards 1.18; Chem 4.06, 4.07, A,B; SSS – 6.1-13; Phy 4.08 Task 10.1.1 H.1.4 1.1; PE – 4.1-.2; 12.1-.4 Learning Theories P.E.- 7.1, 7.2, SCE 4330 and Psychology in 7.4,13.1,13.2 Science Edu. Curricular Models All Standards P.E.-12.1, 12.2, SCE 4330 12.3,12.4

Implementing a P.E. – 8.2, 8.3 10.6 Task 2.2.1 Course of Study Planning for All Standards P.E.- 8.2, 10.1, MA 1-10 Instruction 10.2, 10.3 MA 11 ie lesson plan/lab report;

Task 10.1.1

Teaching Tools and P.E.- 2.1, 2.2, All CS 4.1,4.2,4.3, Task 9.2.1 Strategies 2.3,2.4,9.1,9.2,9 4.9 .3– FCS- Bio Task 10.1.1 1.1-1.18; Chem 6.1-13; Phy 1.1 Teaching Specific SSS Strand A; P.E.- 2.1, 2.2, Chem 8.1, 4.1, 4.2, MA11; Science Content in NSES Content 4.1,10.1, 10.2, 6.1-6.5 4.6, 4.7,4.8 Nature of Matter Standards 10.3 ; FCS- Task 2.2.1 Chem 1.1-.8; Phy 1.1- SCE 4330

Teaching Specific SSS Strand B; P.E.- 2.1, 2.2, All 8.1, 9.1, 9.2, MA11 Science Content in NSES Content 4.1,10.1, 10.2, Physics; 9.7, 9.9, Energy Standards 10.3 – FCS – Chem 9.11 Task 2.2.1 Chem 2.1-2.10; 10.1-11.4 Phy. 3.1-3.11; SCE 4330 5.1-5.10; 6.1- 6.10; 7.1-.19 Teaching Specific SSS Strand C; P.E.- 2.1, 2.2, All Phy 8.1, 9.1, 9.2, Task 2.2.1 Science Content in NSES Content 4.1,10.1, 10.2, 9.7, 9.9, Force and Motion Standards 10.3 – FCS all 9.11 SCE 4330 Phy Teaching Specific SSS Strands D P.E.- 2.1, 2.2, All Earth 8.1, 9.1, 9.2, MA11 Science Content in and E; NSES 4.1,10.1, 10.2, and 9.7, 9.9, Processes that Content 10.3 – FCS all Space 9.11 Task 2.1.1, Shape the Earth; Standards Earth and SCE 4330 Teaching Specific SSS Strands F P.E.- 2.1, 2.2, All 8.1, 9.1, 9.2, MA11 Science Content in and G; NSES 4.1,10.1, 10.2, Biology 9.7, 9.9, Processes of Life Content 10.3 – FCS all 9.11 Task 2.1.1, and How Living Standards Bio Things Interact SCE 4330 with Their Environment

Meeting the Needs P.E.-5.1, 5.2, 5.3 Task 2.2.1 of All Students 7.1, 14.1,14.2 Task 5.4.2

Task 7.3.1 The Teacher of P.E.-2.3, 2.4, 1.12, 2.10, Task 2.2.1 Science in the 3.1, 3.2, 6.1, 3.5, 6.7 school community 6.2, 11.1, 11.2, SCE 4330 11.3,11.4,11.5 Professional NSES P.E.-3.1, 11.5 3.1, 3.9, SCE 4330 Development Professional 3.10, 3.11 Development Standards NSES: National Science Education Standards 9-12 SSS: Sunshine State Standards 9-12 FEAP: Florida Educator Accomplished Practices FCS: Florida Competencies and Skills PE: Professional Education CS: Content Standards