Biol. 481: Scientific Techniques and Issues

Biol. 481: Scientific Techniques and Issues Spring 2014 Syllabus – Tentative Pending Final Assignment Decisions

Instructor: Dr. L. M. Barden-Gabbei Office: 374 Waggoner Hall Phone: (309) 298-1546/1679 e-mail: [email protected] Fax (309) 298-2270 Web Addresses: http://www.wiu.edu/cas/biological_sciences/faculty/barden_gabbei.php Science Teaching Center: http://www.wiu.edu/cas/biological_sciences/science_teaching/ Department of Biological Sciences: http://www.wiu.edu/biology/ Class: Section 001: Tuesday/Thursday 3-4:50 in WG 374 or as announced (3 credit hours) Pre/Corequisites: Educ 439 (C or above – any incomplete completed); senior standing in biology, chemistry, or physics in the Teacher Certification option or permission of the instructor; and ENG 280 or equivalent Office Hours: Tuesday 1-2pm; Wednesday 9:00-11:00am; Thursday 1-2pm; and by appointment

STATE ACCREDITATION POLICY INFORMATION: “In accordance with Illinois State Board of Education certification rules, all candidates seeking teacher certification are required by Western Illinois University to obtain a grade of “C” or better in all directed general education courses, all core courses, and all courses in the option. Note: A “C- ” is below a “C”.”

TPEP Vision and Mission Statements TPEP vision statement: “Our graduates will be empowered educational professionals deeply committed to continuous learning and the empowerment of all learners.” TPEP mission statement: “The WIU Teacher and Professional Education Program empowers candidates to become educational practitioners who engage in informed action that is grounded in knowledge and reflection; who are deeply committed to the highest standards of professional practice; who are able to adapt to emerging social, economic, and cultural landscapes; who are skilled in the use of technological tools that promote teaching and learning; and who are committed to empowering all learners. The logo above is a summary of what you are expected to become as a professional and embodies the Vision, Mission, Values, and Conceptual Framework upon which the Teacher Education Program is designed. For more information about the Mission, Vision, Values, and Conceptual Framework for the Teacher Education Program and the Expectations of our Candidates, see the following web sites:

1 http://www.wiu.edu/coehs/cpep/documents/tep/Novice_to_Expert.pdf; http://www.wiu.edu/coehs/tpep/overview/framework.php; http://www.wiu.edu/coehs/tpep/

DISPOSITIONS for the Teacher Certification Program “The University Teacher Education Committee at Western Illinois University believes that well prepared teacher candidates understand and can demonstrate knowledge of professional skills and dispositions. We further believe that teacher candidates must apply their knowledge skills and dispositions in school settings. The mission of Western Illinois University's Teacher Education Program is to prepare versatile teachers who appreciate the importance of our diverse population; who adapt to emerging social, economic, and demographic patterns; and who are skilled in the use of technological tools to promote teaching and learning in our nation's schools. We further believe that the disposition of our candidates is important for their success as a teacher and a professional. Candidates are evaluated at least three (3) times during their program.” One of the three times in which candidates are evaluated in the semester they complete Educ 439. The WIU Teacher Education Program Dispositions include the following categories:

 Collaboration  Commitment to Learning  Fairness  Honesty and Integrity  Emotional Maturity  Belief that All Students Can  Respect  Responsibility Learn

For more information about the WIU Teacher Education Program Dispositions, please see the following web site: http://www.wiu.edu/coehs/cpep/tep/dispositions.php

COURSE OVERVIEW An interdisciplinary course wherein preservice middle and high school science teachers develop techniques and resources appropriate for their instructional program, deepen understanding of scientific concepts, and examine lab safety. Requires involvement in several professional development activities outside of class time. Prerequisites: EDUC 439 (grade of C or better – incompletes must be completed prior to the start of the course) and ENG 280 or equivalent.

COURSE GOALS As the result of the course, the student will be able to: 1. Discuss the importance of professionalism and professional development as a result of participation in science competitions designed for middle school and high school students and a professional conference or other professional development activity; 2. Develop plans appropriate for (a) implementing safety in the science lab for themselves, their middle and high school students, and all living organisms, (b) using technology in middle and high school science class including labs, and (c) using community resources to develop curriculum at the middle school and high school level; 3. Develop and implement lessons which address the IPTS general science content standards and/or NSTA Preservice Science Teachers Standards. The lessons are to address candidate prior knowledge and include activities appropriate for the knowledge base of the class. Finally, the candidate is to complete a modified work sample to demonstrate the level at which his/her fellow candidates learned based upon the lesson(s) implemented. 4. Explain concepts in the following topic areas in a scientifically accurate way: (a) waves – light and sound, (b) nuclear physics, (c) hydrologic features of the Earth, (d) sources and limits of natural resources, (e) weather and climate, (f) atomic structure, and (g) chemistry, heat, and thermodynamics (see list of standards for portfolio at the end of this syllabus); 5. Demonstrate a thorough understanding of scientific safety and ethics principles as they relate to the science lab at the middle and high school level; and

2 6. Explain the nature of science regarding the common themes of science and the integrated nature of the disciplines and discuss the ways in which to address this at the middle and high school level. 7. These goals will be assessed through a variety of assignments and projects as discussed in the State and National Standards section and the Course Assessment and Evaluation Section below.

STATE and NATIONAL STANDARDS This course is designed to help you achieve at least in part several State and National Standards as listed below. Each assignment is carefully constructed to help you demonstrate your achievement of one or more standards.

NCATE Assessments with Corresponding NSTA SPA Science Teacher Preparation Standards (http://www.nsta.org/pdfs/NSTAstandards2003.pdf and http://www.nsta.org/pd/ncate/docs/2011NSTAStandardsForScienceTeacherPreparation.pdf ) NCATE/NSTA Assessment NSTA SPA Standards Assessment Name Assessment 2: Content 2003 NSTA Standards; 2011 NSTA Portfolio – Content Quizzes Standards 1a-c, Assessment 3: Ability to Plan 2003 NSTA Standards 1a-c, 2c, 3b, 4b, Technology Use Plan 5a-f, 6a-b, 7b, and 8a-c; 2011 NSTA Standards 1, 2, 3, 4 Assessment 5: Effect on 2003 NSTA Standards 1a-b, 2c, 3b, 4b, Western Teacher Work Student Learning 5a-c and e-f, 6a-b, 8a-b, and 10b; 2011 Sample NSTA Standards 1, 2, 3, 4, 5 Assessment 6: Legal, Safety, 2003 NSTA Standards 9a-d; 2011 School Safety Checklist and Ethical Issues NSTA Standard 4 and/or Recommendation Assessment 8: Contextual 2003 NSTA Standards 1b-c, 2a-b, 4a, Common Themes Essay Content 7a; 2011 NSTA Standard 1a

Illinois Professional Teaching Standards: 2010 Version (http://www.isbe.state.il.us/PEAC/pdf/IL_prof_teaching_stds.pdf ) ISBE- the 9 New IPTS Standards Assessment Names Standard 1: Teaching Diverse Learners Western Teacher Work Sample Technology Use Plan Standard 2: Content Area and Pedagogical Western Teacher Work Sample Knowledge Quizzes and Tests Essays/Position Statements Safety Plan Standard 3: Planning for Differentiated Instruction Western Teacher Work Sample Technology Use Plan Standard 4: Learning Environment Western Teacher Work Sample Safety Plan Technology Use Plan Standard 5: Instructional Delivery Western Teacher Work Sample Unifying Themes Paper Technology Use Plan Standard 6: Reading, Writing, and Oral Western Teacher Work Sample Communication Technology Use Plan Standard 7: Assessment Western Teacher Work Sample Science Olympiad Science Fair Standard 8: Collaborative Relationships Western Teacher Work Sample Science Olympiad Science Fair Standard 9: Professional, Leadership, and Advocacy Western Teacher Work Sample 3 Science Olympiad Science Fair Technology Use Plan

TEXTBOOKS American Chemical Society. (2003). Safety in Academic Chemistry Laboratories -Volume 1: Accident Prevention for College and University Students. (7th ed). American Chemical Society: Washington, D.C. (Optional call 1-800-227-5558 or e-mail [email protected] ) (required) American Chemical Society. (2003). Safety in Academic Chemistry Laboratories -Volume 2: Accident Prevention for Faculty and Administrators. (7th ed). American Chemical Society: Washington, D.C. (Optional call 1-800-227-5558 or e-mail [email protected] ) (required) National Academy of Science (2013). Next Generation Science Standards: By States for States. National Academy Press: Washington, D.C. [http://www.nextgenscience.org/] (required) National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common Core Standards For English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. National Governors Association Center for Best Practices, Council of Chief State School Officers: Washington D.C. [http://www.corestandards.org/] (required) National Research Council (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. National Academy Press: Washington, D.C. (http://www.nap.edu/openbook.php? record_id=13165&page=R1) (required) Hewitt, P. G., Lyons, S., Suchocki, J., and Yeh, J. (2013). Conceptual Integrated Science. Pearson: New York. (required) American Psychological Association (2010). Publication Manual of the American Psychological Association. (6th Ed.). American Psychological Association: Washington, D. C. (optional) Roy, K. R. (2007). The NSTA Ready-Reference Guide to Safer Science. Jossey-Bass: San Francisco, CA. Ryan, K. (2001). Science Classroom Safety and the Law – A Handbook for Teachers. Flinn Scientific, Batavia, IL. (required) Willingham, D. T. (2009). Why Don’t Students Like School. Jossey-Bass: San Francisco, CA (required)

UNIVERSITY AND DEPARTMENT POLICY INFORMATION: Below are several websites that address various University and Department Policies. You are responsible for being familiar with the information (including required forms, definitions, and time lines) contained therein. You should access these web sites and carefully read the information they contain, your instructors will hold you responsible for knowing this information. If you have questions about any of the information contained in the web sites, ask your instructor: Student Rights and Responsibilities: http://www.wiu.edu/provost/students/ Academic Integrity Policy: http://www.wiu.edu/policies/acintegrity.php Final Exam Policy: http://www.wiu.edu/policies/finexam.php Final Exam Schedule: http://www.wiu.edu/registrar/exams.php Grade Appeals Policy: http://www.wiu.edu/policies/gradeapp.php

PROFESSIONAL EXPECTATIONS and COURSE POLLICIES This is a professional course and as such you will be expected to exemplify the TPEP Dispositions: Collaboration, Honesty/Integrity, Respect, Commitment to Learning, Emotional Maturity, Responsibility, Fairness, and Belief That All Students Can Learn (for more information, see http://www.wiu.edu/CPEP/PDF/DispositionCheck%207-2010.pdf ). You are formally evaluated regarding 4 these dispositions three times in your program, during EIS 302, Educ 439, and STCH 480. However, they can be evaluated at other times as appropriate as well. Your exhibition of these dispositions may impact grades on projects and assignments as well as your professional development grade. Attendance/Conduct: Since this is a professional course, you are expected to be present, on time, and prepared for each class session as you would expect to be for your own classroom. In order for this class to be productive for all, everyone is expected to participate and be respectful of others and their ideas. Class attendance will be recorded. Just as you would expect to lose salary or benefits for excessive tardies or absences by a school district, you can expect to lose credit for excessive absences or tardies in this class. (Please note: The final exam day has a unique absence policy as described below.)

 Tardies: Any student who has three tardies can expect their professional development grade to drop 50%; any student who has four tardies can expect their professional development grade to drop 100% (i.e. a grade of 0); any student who has five or more tardies will receive an “F” in the course.  Unexcused Absences: Any student who has two unexcused absences will receive a zero (0) for their professional development grade. Any student who has three or more unexcused absences will receive an “F” in the course.  Total Absences: Students who have an excessive number of absences (i.e. have five or more absences total) will receive a grade of “F” in the course. Excused absences include those due to a personal illness, family emergency (e.g. death of an immediate family member – parent, sibling, child, grandparent), illness of a dependent, participation in a wedding as part of the wedding party (bride, groom, groomsmen, bridesmaid, etc), presenting at a professional teaching/science conference. Absences resulting from family vacations, oversleeping, working on projects, etc., routine medical check-ups, advising or similar appointments, etc., are considered unexcused. If you know you must be absent in advance, and are unsure whether it will be considered excused or unexcused, please ask Dr. Barden-Gabbei. In order for an absence to be considered excused, documentation must be provided. If you are absent, it is your responsibility to find out what you missed including any assignments you missed. See assignments policy. Final Exam Scheduled: The final exam for this course is scheduled for Thursday May 9 from 3-5pm. You are expected to be present and on time for the final exam. We will use that time for several course-related issues. Failure to be present for the final exam date/time will result in the loss of one letter grade from your course grade in addition to any penalties from absences as noted above. Professionally missing the final exam is akin to being absent the day before a holiday – wherein in many school districts you not only lose your pay but you also have to pay the substitute. If you are ill, you will need to contact me ASAP and provide medical documentation from a physician. Assignments: You are expected to submit all assignments in final form on the specified due dates. All work is to by typed and is to follow the accepted rules of English grammar and style (use the APA manual for your guide or the Purdue OWL – on-line writing lab). Any extended prose should be double-spaced (e.g. essays and plans), and the font should be no smaller than that used here (typically 11 to 12 point but that does vary by font type). The final product should be able to be read without modification and should be submitted via WesternOnline unless otherwise noted. Most assignments are projects and will require you to appropriately budget your time. Waiting to begin projects until a week or two before they are due will generally result in poorer quality work and possibly incomplete work. Submitting work late will result in a grade reduction. Daily assignments and homework assignments, exams and quizzes, Science Olympiad event, and your assigned lessons must be submitted on the assigned due dates or will result in a grade of zero. If the lesson plan is not provided at least one week prior to your teaching, you may not be permitted to teach and therefore may receive a zero for the work sample. If you are absent, it is your responsibility to find out not only what you missed but what homework assignments, if any, have been assigned and then to submit them on time. You should check WesternOnline in case items are due the next class 5 period. For all other assignments, the grade will be reduced by 10 points for each day late – or fraction thereof – for a maximum of five days. Any assignment submitted more than five days late will receive a grade of zero. All assignments will be due no later than 8AM on the specified due date unless otherwise noted. Assignment guidelines will be available via the course WesternOnline site found at http://westernonline.wiu.edu Please note: you are always welcome to submit assignments early. Academic Honesty: Remember, any work you sign your name to will be considered your original work unless you specify otherwise. Failure to properly cite a source that you used to assist you in completing your work (including lesson plans) is considered a form of plagiarism, including failure to cite your textbook, a web site, a personal communication, etc. Academic Dishonesty: The faculty of the Department of Biological Sciences ascribes to a definition of plagiarism as expressed by V. E. McMillan in Writing Papers in the Biological Sciences (Bedford/St. Martin’s Press, New York, pg. 16). “Plagiarism is the theft of someone else’s words, work, or ideas. It includes such acts as (1) turning in a friend’s paper and saying it is yours; (2) using another data or ideas without acknowledgement; (3) copying an author’s exact words and putting them in your paper without quotation marks; and (4) using wording that is very similar to that of the original source but passing it off as entirely your own even while acknowledging the source.” This includes information in textbooks, lab manuals, honors and masters theses, web sites, all writing assignments, and images. The faculty of the Department attempt to monitor student writing assignments (essay exams, papers, laboratory reports, and other writing assignments and exercises) for incidence of plagiarism. If plagiarism or any other form of academic dishonesty (e.g. using someone else’s lessons, cheating, copying information from any source including a web site without giving credit, etc) is found, the faculty will discuss the situation with the student and indicate to the student the penalty for this academic dishonesty. Potential penalties include those cited in the academic dishonesty section of the WIU web page for Student Rights and Responsibilities: http://www.wiu.edu/policies/acintegrity.php Please note: This policy is particularly at issue with your lessons and lesson plans. Be sure to provide complete citations for all resources (books, journal articles, lab manuals, web sites, personal communiqués, etc.) you use in completing the projects for this course. If you plan to give a handout that you have copied from elsewhere, you should have the source cited in a footnote on that handout. If you use part of a handout you found from elsewhere and develop part on your own, then be sure to include the footnote that the worksheet was partially adapted from – then give the reference. You should have a complete bibliography of all sources used throughout the assignment at the end of the assignment. Students with Disabilities: “In accordance with University policy and the Americans with Disabilities Act (ADA), academic accommodations may be made for any student who notifies the instructor of the need for an accommodation. For the instructor to provide the proper accommodation(s) you must obtain documentation of the need for an accommodation through Disability Resource Center (DRC) and provide it to the instructor. It is imperative that you take the initiative to bring such needs to the instructor's attention, as he/she is not legally permitted to inquire about such particular needs of students. Students who may require special assistance in emergency evacuations (i.e. fire, tornado, etc.) should contact the instructor as to the most appropriate procedures to follow in such an emergency. Contact Disability Resource Center (DRC) at 298-2512 for additional services.”

COURSE ACTIVITIES AND EVALUATION Below are very brief general descriptions of course requirements. More detailed guidelines for each of the assignments along with rubrics as appropriate will be provided via WesternOnline. Be sure to carefully follow the detailed assignment guidelines and not just rely upon these brief descriptions. All written work and copies 6 of power point presentations are to be submitted via WesternOnline by the date and time listed on the syllabus schedule. 1. Science Olympiad Project (6% of grade) During the first part of the semester, you will be participating in the Science Olympiad, hosted by the Science Education Program, as session developers and judges. You will be provided more specific information regarding your events. The competition will take place on Saturday February 9th. For this assignment, you will be expected to provide an electronic version of your event – that includes pictures if needed, copies of any written materials, scanned documents if necessary, and a picture of stations that require materials. Please remember to scan documents using word or adobe acrobat as much as possible. Picture files can be quite large and take up too much memory. After the event, you are to write a short paper describing what you have learned through your participation in the events and then tie this to the professional development standards within IPTS and NCATE/NSTA standards. Remember, the discussion should focus on what you learned related to your future teaching in the classroom – not your future as a coach or developer of Science Olympiad Events. Your participation the day of the event will be included in your professional development grade as well. 2. Student Content Lessons to Peers – Work Sample Required (20% of grade) During the semester, you will be expected to teach a series of content-based lessons to your peers. The lessons should be set at the level of your peers – they should not be designed for high school or middle school students. You should include activities as appropriate and not just present a lecture. You are free to use either WG 377 or WG 374 or both for this lesson. The write-up for this will follow a modified version of the Western Teacher Work Sample format. As such, you will be expected to perform a pretest on your peers’ knowledge of the topic(s) (I have done much of that for you but you may find you need additional information), prepare and present a set of lessons designed to enhance their understanding, and perform a posttest to assess their knowledge gain. Due to the nature of this project, due dates will vary by group. You will be individually informed about due dates for your project. As you consider what to teach, please carefully examine the NSES and NSTA/NCATE standards as well as the results of the pretest. Included at the end of this syllabus is the list of standards and indicators that coincide with many of the topics included in this course. Please note, these are the items you are required to use to complete your portfolio. You are expected to use several of the posttests and/or your lessons as artifacts. Your score on the posttest will impact the requirements you are expected to complete for your portfolio. (See portfolio requirements). If your score is less than 90 on any quiz, you will be expected to complete a remediation plan for that topic. The remediation plan in combination with the quiz will become your portfolio artifact.

3. Quizzes and Tests - on-line (20% of grade) You will be asked to complete several on-line quizzes and tests throughout the semester. Some of these will be pretests (which will only count toward your professional development score) and others will be posttests (which will count toward this 20% of your grade). a) Safety test: You must pass the Safety Test with an 85% or higher to progress to student teaching. You may attempt it up to three times during the semester you complete this course. The grade to be averaged will be an average of all attempts. If you do not achieve at least an 85% during this course, you will be given additional opportunities prior to your student teaching clearance date to achieve that minimum score. b) Content quizzes: These will be given after you have completed each topic area. Please note the schedule for due dates. 4. Essays (8% of grade – equally distributed among the essays) Through the semester you will be required to develop an essay and/or position statement for two primary issues. In each case, the essay should reflect any reading assignments, in-class discussions, handouts,

7 relevant research, and appropriate laws. These essays are not to be simply opinion papers but rather professional essays including references to relevant laws, readings, etc. APA guidelines are to be followed for both writing style as well as reference format. (You may also want to reference the Purdue OWL – On-line Writing Lab.) Additional information will be provided regarding the requirements for each essay. a) Integrated Nature of Science/Unifying Themes/Cross-Cutting Themes b) Science Ethics – Helping Students Understand the Ethics in the conduction, implementation, and presentation of research and results. 5. Plans to Implement (total 36% - equally distributed among plans) a) Contextual Factors with Community Resource Issues Paper: Beginning in Educ 439, you began examining in detail community resource issues and the critical nature of understanding contextual factors in teaching children. This project is designed to have you focus in detail on a community and carefully consider how the community impacts children’s learning. b) Safety Plan: Throughout this semester, you will be addressing a number of safety issues both directly and indirectly. For this assignment you will be developing a safety plan for your lab and store room. You will be required to reference appropriate reading materials, web sources, etc. as you develop this plan. The safety plan will involve all aspects of safety but with an emphasis on safe and ethical use of animals. c) Technology Use Plan: This plan will have several components including: (a) a Use Guide, (b) a list of computer probeware resources and uses, (c) a list of non-computer based resources and their uses, (d) a discussion of technological resources to address the diversity of learners in a class, and (e) reflections on using technology given what we know about how children learn (connection to Learning Theory). 6. Professional Development (10% of grade) To gain the most out of this course, active involvement in class discussion and activities is necessary. Participation as a science fair judge is included in this section. Professional development also includes your participation in an approved professional conference or similar event. More information about this will be coming soon. Failure to participate in any one of the required professional activities will result in a loss of 50% of your professional development grade. (Note: Failure to participate in more than one will result in a zero for professional development). Also for this part of your grade, you are to complete a short write-up about your professional development activities: Science Olympiad (this is actually part of your Science Olympiad grade), Conference Attendance, Science Fair Judging, etc. Finally, this grade will be impacted by your completion of reading and preparation for each lesson as required for that lesson.

8 Grade Distribution for Undergraduates (+/- system) and Graduates (without +/- system)

Grade Percentage of Points Earned (Range) Percentage of Points Earned (Range) Undergraduate Students Graduate Students A 90.0-100 90.0-100 A- 89.0-89.99 B+ 88.0-88.99 B 80.0-87.99 80.0-89.99 B- 79.0-79.99 C+ 78.0-78.99 C 70.0-77.99 70.0-79.99 C- 69.0-69.99 D+ 68.0-68.99 D 60.5-67.99 60.50-69.99 D- 59.50-60.49 F 59.49% and below 60.49 and below

Please note: Many of the assignments you will be completing this semester are tied to Program and Unit Assessments. Failure to demonstrate that you have met the required standards may result in the development of a remediation plan. The remediation plan may require that you take additional course work in order to be cleared to student teach. This could happen even if you achieve a score of “C” or higher in the course. Though the grade is important to meet State and Unit requirements, the achievement of the Standards is the key issue and must be demonstrated in order to progress in the program. The standards are clearly identified with each assignment and rubric.

9 Please Note: All assignments will be due no later than 8AM on the specified due date unless otherwise noted. Tentative Module Schedule: Spring 2014 Date Time Instructor Lesson Topic Weekly & Due Date Information (lesson Roo specific readings may be posted at a later m date) Wk 1 1/14 3pm B-G  Introduction,  Natural Resources & Hydrologic 374 Assignments, Course Features of the Earth – Ch 21 & Ch 24 – Requirements; Special LMBG Projects and Dates;  Weather & Climate – Ch 25 – Dan Science Olympiad Olsen and Christine Smith  Contextual Factors  The Atom, Thermodynamics (electron Project energies), & Kinetic Molecular Theory –  Among Schoolchildren Ch 6 & part Ch 9 – Brittany Miller and - relate to Contextual Katie Chapman Factors, Classroom  Waves (Sound & Light) – LMBG Ch Management 8 & Nuclear Physics – Ch 10 – Brittany  Unifying Themes & Katie Essay Be Prepared to discuss Guidelines for  Science Olympiad Science Olympiad and begin preparation of Project event based upon below teams:   Chem Lab (C) & Can’t Judge a Powder (B): Brittany Miller  Circuit Lab (C) and Shock Value (B): Dan Olsen with Jim Rabchuk  Heredity and Designer Genes: Christine Smith & Katie Chapman  Water Quality (B/C): Scott Valenta (?) & Alexandria Pflieger (?) 1/16 3pm B-G  Projects, (Select  Continue working on Unifying 374 Projects 481) Themes Paper and Science Olympiad 4pm Powers/  Science Olympiad Event 374 B-G Work Time  Dr. Powers; [email protected]  Pretest work time for Teaching Unit Wk 2 1/21 3pm B-G  Intro Safety with  374 Article from Spectrum  Lab Safety including the ethics of lab safety 1/23 3pm B-G  Unifying Concepts  Bring with you materials you need to 374 Essay Discussion work. You will have access to  Science Safety Project computers if needed. Discussion: Animals  Begin Preparation for Teaching  Computer Resources Project (readings from Hewitt Book) for Lessons  Group Work Time: 4- 5pm Wk 3 10 1/28 3pm B-G  Making Science  Safety Case Studies (TBA) 374 Accessible to Students  Due: Unifying Themes Essay: Jan  Safety Project – Safety 30th 8am Standards; Animals in Lab 1/30 3pm B-G  Collections (Permits,  Due: all materials needing to be 374 Spier Procedures, etc.); Fish copied to Dr. Powers and via (Tentative) Tanks, etc. WesternOnline by 1/31 at 8am. 377 Wk 4 2/04 3pm B-G  Microbiological Safety 374  Safety in the Lab  Be prepared to discuss the ACS Lab continued Safety Handbooks  Tech Use Plan  Safety Case Studies (TBA)  Prepare for Science Olympiad 2/06 3pm B-G  Science Safety Cont.  Gather materials for Science 374  Science Competitions: Olympiad, prepare signs, etc. Discussion  Time to work on Science Olympiad – Gather materials etc. 2/08 8-3 Powers/ B- Science Olympiad (Saturday WIU G Event) Wk 5 2/11 3pm  Review Project 374 Assignments  Discuss Web Searching  Discuss Science Olympiad Issues 2/13 3pm The Atom, Kinetic Molecular  Due: Science Olympiad Essay by 374 Motion, Thermodynamics 2/14 at 8am (electron energies) (Chapters.  Due 3pm, 2/13 - any assignments 6 & 9, pp. 98-118 & pp. 167- required for the day’s content lesson 189)* Part I 4pm Nuclear Physics (Ch. 10, pp. 374 190-214)* Part I Wk 6 2/18 3pm The Atom, Kinetic Molecular  Due 374 Motion, Thermodynamics 3pm, 2/18 - any assignments required for (electron energies) (Chapters. the day’s content lesson 6 & 9, pp. 98-118 & pp. 167- 189)* Part II 4pm Nuclear Physics (Ch. 10, pp. 374 190-214)* Part II 2/20 3pm Atomic Models, Kinetic  Due 3pm, 2/20 - any assignments 374 Molecular Motion, required for the day’s content lesson Thermodynamics (electron  energy) Part III 4pm Waves – Sound and Light 374 11 (Chapter 8 – pp. 142-166; emphasis 8.10-8.14)* Part I Wk 7 2/25 3pm Hydrologic Features of the  Due 3pm, 2/25- any assignments 374 Earth*/ Sources and Limits of required for the day’s content lesson Natural Resources  Quizzes as announced Waves – Sound and Light 374 (Chapter 8 – pp. 142-166; emphasis 8.10-8.14)* Part II 2/27 3pm Hydrologic Features of the  Due 3pm, 2/27 - any assignments 374 Earth*/ Sources and Limits of required for the day’s content lesson Natural Resources  Quizzes as announced 4pm Waves – Sound and Light 374 (Chapter 8 – pp. 142-166; emphasis 8.10-8.14)* Part III Wk 8 3/04 3pm Atomic Models, Kinetic  Due 3pm, 3/04 - any assignments 374 Molecular Motion, required for the day’s content lesson Thermodynamics (electron  Quizzes as announced energy) Part IV 4pm Hydrologic Features of the Earth*/ Sources and Limits of Natural Resources 3/06 3pm Atomic Models, Kinetic  Due 3pm, 3/06 - any assignments 374 Molecular Motion, required for the day’s content lesson Thermodynamics (electron  Quizzes as announced energy) Part V w/ Nuclear  Due 8am, 3/07 – Safety Plan Due for Energy and the Nucleus those teaching after break. Combined.  Posttests: Hydrologic Features, 4pm B-G  Review for Quizzes. Waves, Nuclear Energy, and Chemistry Part 1 all due by 3/10 at 8am. 3/10 Spring Break – No Class -15 Wk 9 3/18 3pm Stephanie Weather and Climate: Part I*  Quizzes as announced 374 & Ashley (Note: Lesson Plans due 8am 2/18, Work Samples Due 4/01/10) 3/20 3pm Dr. Weather and Climate: Part II*  Due 3pm, 3/20 - any assignments 374 Herman (Guest Speaker 3/21) required for the day’s content lesson  Quizzes as announced 3/22 8-3 Science Fair Judging Day You must judge a science fair as part of the WIU Sat (Saturday Event) course requirements. Wk 10 3/25 3pm Weather and Climate: Part  Due 3pm, 3/25 - any assignments 374 4pm III* required for the day’s content lesson  Due: Professional Development Essay for Science Fair by 3/26 at 8am.

12 3/27 3pm Finalize Weather & Climate  Due 8am, 3/27 – WTWS for all those 366 Issues: Part IV completing their teaching prior to spring break. Wk 11 4/01 3pm Hydrologic Features of the  Due 3pm, 4/01 - any assignments 374 Earth*/ Sources and Limits of required for the day’s content lesson Natural Resources  4pm Hydrologic Features of the Earth*/ Sources and Limits of Natural Resources 4/03 3pm Hydrologic Features of the  Due by 8am 4/04 – Safety Plan Due 374 Earth*/ Sources and Limits of for those teaching before break. Natural Resources  4pm Hydrologic Features of the Earth*/ Sources and Limits of Natural Resources 4/05 All WIU Secondary Science Education Conference day Wk 12 4/08 3pm B-G Review for Quizzes as time  Quizzes as announced allows – also allows for extra  Due 8am 4/09: Prof Development time for previous units. Essay for Conference Attendance  4/10 3pm B-G Technology Use in the  Be prepared to discuss Lab Safety 374 Class/Lab room, Cases Troubleshooting, etc  Quizzes as announced Discussion: Technology Use and Technological Resources Wk 13 4/15 3pm B-G  Lab Safety and  Due by 8am 4/14: WTWS for all 374 Science Ethics those completing their teaching after 374  Chemical Pollution spring break.  Project Work  Be prepared to discuss Lab Safety Cases  Quizzes as Announced 4/17 3pm B-G Continue from 4/15  Be prepared to discuss Lab Safety 374 Cases and ACS Lab Safety Handbooks 374  Quizzes as Announced Wk 14 4/22 3pm Rabchuk Using Computer Probes for  Due: Technology Use and Resource Curr Physics and Physical Science Plan – 4/21, 8am ens –CU 314 314 4pm B-G Global Issues/Ethics/Project  374 Work 4/24 3pm B-G Project Work  Complete Safety Quiz by 8am, 4/25 374

Wk 15 4/29 3pm B-G Ethics/Project Work 374

13 5/01 3pm B-G Course Wrap Up  Submit Science Ethics Essay by 8am 374 Friday 5/02 Wk 16 5/08 3pm B-G Final Exam  374

 Schedule subject to change with notice.

14 Standards/Indicators to be included in the Portfolio

Below are the list of ISBE Content Standards and Indicators, ISBE Illinois Professional Teaching Standards and Indicators, and NSTA_NCATE Standards that you are required to include in your portfolio. Please note, you are expected to include all standards/indicators within your content area that are highlighted in orange. Please note, three of the indicators within the IPTS #3 are marked in pink. You will be expected to create entries for those during your student teaching experience using artifacts from that experience. Any standard or indicator not highlighted in either orange or pink is being assessed by other means and, therefore, you are not required to create an entry to address it.

Table 1: Content Area Standards and Indicators STANDARD 7 - The Earth Secondary The competent science teacher understands the dynamic nature of the Earth and recognizes that its Science Program features and structures result from natural processes. Knowledge Indicators - The competent science teacher: Artifact: Bio 481 7A. understands the structure and composition of the Earth's land, water and atmospheric Quiz – Weather systems. (Matches with NSES Standard ES 1) and Climate 7B. understands the transfer of energy within and among Earth's land, water and atmospheric Artifact: Bio 481 systems. (Matches with NSES Standard ES 5) Quiz – Weather and Climate 7C. understands the scope of geologic time and the continuing physical changes of the Earth Artifact from: through time. (Matches partially with NSES Standard ES 3) Geol 110/112; Bio 350 7D. understands the interrelationships between living organisms and Earth's resources. (Matches Artifact: Biol partially with NSES Standard ES 4; This indicator along with the Earth’s processes and 481 Quiz – cycles from IPTS 7F and NSTA ES 4 should be addressed together with a single artifact set) Natural Resources Performance Indicators - The competent science teacher: Artifact: Bio 481 7E. analyzes and explains largescale dynamic forces, events, and processes that affect the Earth's Quiz – Weather land, water and atmospheric systems. (Matches with NSES Standard ES 7) and Climate 7F. identifies and explains Earth's processes and cycles and cites examples in real-life situations. Artifact: Bio 481 (Matches partially with NSES Standard ES 4: Note the quiz will focus on real-life situations – Quiz – the Earth’s Processes and Cycles will correspond with Standards IPTS 7D and NSTA ES 4. Hydrologic These three standards should be addressed together with a single artifact set.) Features/Natural Resources 7G. evaluates scientific theories about Earth's origin and history and how those theories explain Artifact from: contemporary living systems. (Does not match well with any NSES Standard) Geol 110/112; Bio 350 7H. identifies and evaluates the uses of Earth's resources. (Matches with NSES Standard ES 11) Artifact: Bio 481 Quiz – Hydrologic Features/Natural Resources 7I. demonstrates abilities to use instruments and/or to explain functions of the technologies used Artifact from: to study the earth sciences. (Does not match well with any NSES Standard) Geol 110/112; Bio 350

15 National Standards – NCATE/NSTA Sec. Sci. Program Earth and Space Science General Core Standards All teachers of the Earth and Space Sciences should be prepared lead students to understand the unifying concepts required of all teachers of science, and should in addition be prepared to lead students to understand: 1. Characteristics of land, atmosphere, and ocean systems on Earth. Artifact: Bio 7A. understands the structure and composition of the Earth's land, water and atmospheric systems. 481 Quiz – (Matches with NSES Standard ES 1) Weather and Climate 2. Properties, measurement, and classification of Earth materials. Artifact from: Geol 110 3. Changes in the Earth including land formation and erosion. Artifact from: 7C. understands the scope of geologic time and the continuing physical changes of the Earth Geol 110/112; through time. (Matches partially with NSES Standard ES 3) Bio 350 4. Geochemical cycles including biotic and abiotic systems. Artifact: Bio 7D. understands the interrelationships between living organisms and Earth's resources. 481 Quiz – 7F. identifies and explains Earth's processes and cycles. Hydrologic (Address these three standards/indicators with a single entry and artifact set.) Features/Natural Resources 5. Energy flow and transformation in Earth systems. Artifact: Bio 7B. understands the transfer of energy within and among Earth's land, water and atmospheric 481 Quiz – systems. (Matches with NSES Standard ES 5) Weather and Climate 6. Hydrological features of the Earth. Artifact: Bio 481 Quiz – Hydrologic Features/Natural Resources 7. Patterns and changes in the atmosphere, weather, and climate. Artifact: Bio 7E. analyzes and explains largescale dynamic forces, events, and processes that affect the Earth's 481 Quiz – land, water and atmospheric systems. (Matches with NSES Standard ES 7) Weather and Climate 11. Sources and limits of natural resources. Artifact: Bio 7H. identifies and evaluates the uses of Earth's resources. (Matches with NSES Standard ES 11) 481 Quiz – Hydrologic Features/Natural Resources 12. Applications of Earth and space sciences to environmental quality and to personal and community Artifact: Bio health and welfare. 482 – STS Project

National Standards – NCATE/NSTA Sec. Sci. Program Biology General Core Standards All teachers of biology should be prepared lead students to understand the unifying concepts required of all teachers of science, and should in addition be prepared to lead students to understand: 3. Ecological systems including the interrelationships and dependencies of organisms with Artifact: Bio each other and their environments. 481 Quiz – Natural Resources

16 4. Population dynamics and the impact of population on its environment. Artifact: Bio 481 Quiz – Natural Resources 10. Applications of biology in environmental quality and in personal and community health. Artifact: Bio 482 – STS Project

National Standards – NCATE/NSTA Sec. Sci. Program Chemistry General Core Standards All teachers of chemistry should be prepared lead students to understand the unifying concepts required of all teachers of science, and should in addition be prepared to lead students to understand: 1. Fundamental structure of atoms and molecules (Focus on the Quantum Model of the Atom; Artifact: Bio Nature of the Electron) 481 Quiz - Chemistry 2. Basic principles of covalent, ionic, and metallic bonding (emphasis on VSEPR theory and the Artifact: Bio nature of the electron) 481 Quiz – Chemistry 6. Kinetic molecular theory and gas laws. Artifact: Bio 481 Quiz – Chemistry 13. Applications of chemistry in personal and community health and environmental quality. Artifact: Bio 482 – STS Project 14. Fundamentals of Nuclear Chemistry Artifact: Bio 481 Quiz – Nuclear Energy

National Standards – NCATE/NSTA Sec. Sci. Program Physics General Core Standards All teachers of physics should be prepared lead students to understand the unifying concepts required of all teachers of science, and should in addition be prepared to lead students to understand: 6. Kinetic-molecular motion and atomic models. (This is also to include heat energy and Artifact: Bio temperature) 481 Quiz – Chemistry 7. Radioactivity, nuclear reactors, fission, and fusion. Artifact: Bio 481 Quiz – Nuclear Energy 8. Wave theory, sound, light, the electromagnetic spectrum and optics. Artifact: Bio 481 Quiz – Waves 11. Applications of physics in environmental quality and to personal and community health. Artifact: Bio 482 – STS Project