SCE 4310 Section U01 Class Number: 85969 Tuesdays: 11:00 AM 1:45 PM

SCE 4310 CLASS SITE: ZEB 115 Content and Methods of Teaching Elementary Science (03 credits) – FALL, 2013

SCE 4310 Section U01 Class Number: 85969 Tuesdays: 11:00 AM – 1:45 PM SCE 4310 Section U04 Class Number: 85972 Thursday: 5:00 PM – 7:40 PM

Professor: Dr. George O’Brien

SYLLABUS PART 2 [Curriculum Framework/Background and Class Project/Field Assignments Details]

Introduction - Every course in the Undergraduate Program in Elementary Education has been developed to deliver both the College and Program Outcomes. The COE Conceptual Framework forms the curriculum framework for all programs and courses within the programs. Likewise, the Program Outcomes form the frame-work for all courses in the program. Thus a one-to-one relationship does not exist between College and Program Outcomes and the outcomes of any course.

The syllabus for every course in the Undergraduate Elementary Education Program provides students with the College Conceptual Framework, the Program Outcomes, and all three State standards/ outcomes. Further, each syllabus shows how the objectives and activities of the course relate to the three sets of Florida standards.

Course textbook: This class will be using the Teaching science to every child: Using culture as a starting point, 2nd edition. Settlage, J. & Southerland, S. A. (2011). New York: Routledge (available at FIU bookstore, paperback).

Also, each student requires one each of

--Bound Composition Notebook (100 sheets), wide ruled

-- 2 inch 3-ring binder for hand-outs and homework activities

--other materials online at the SCE 4310 U01& U04 Class Webpage, http://faculty.fiu.edu/~obrieng/SCE4310fall2013.html

Work in SCE 4310 will be linked with three sets of Florida Standards: 15 1. Florida Educator Accomplished Practices, Pre-professional Level (FEAPs). 2. Florida Teacher Certification Examination (FTCE) Kindergarten to Grade 6 Outcomes/Competencies in Science & Technology 3. Florida ESOL Professional Standards.

In addition to the science subject area competencies, it is expected that every student graduating with a degree will be able to demonstrate competencies in general teaching skills and in other abilities as reflected in the College of Education Conceptual Framework, Elementary Education Program Outcomes, and ESOL Professional Standards listed below.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK

The desired future of the College of Education at Florida International University is one in which candidates, faculty, and staff embrace the shared experiences of a diverse, international, professional-learning community. [See full document at http://education.fiu.edu/docs/Conceptual%20Framework%2006-19-09.pdf.] The College, therefore, strives to facilitate diverse learning environments where knowledge becomes the means to foster goal attainment for all those involved in the learning process. This process necessitates the highest ethical standards, while emphasizing inquiry as the means-ends connection to enhancing reflective intelligence in a changing social, political, cultural and technological world.

The College of Education is charged to prepare professionals who have the knowledge, abilities, and dispositions to facilitate and enhance learning and development within diverse settings. Consequently, the college promotes and facilitates the discovery, development, documentation, assessment, and dissemination of knowledge related to teaching and learning by developing professional partnerships in the larger community that foster significant educational, social, economic and political change.

To achieve “a wisdom” which influences the conduct of life in the unit, the unit views teaching and learning as self- renewal, in other words, as being similar to living things that renew themselves “through action upon the environment” (Dewey, 1916/1944, p. 2). According to John Dewey (1916/1944), “Education, in its broadest sense, is the means of this social continuity of life” (p. 2). Teaching and learning in the unit thus fosters and nurtures a cultivating process, thus giving attention to the conditions of growth (Dewey, 1916/1944, p. 10). Since “We never educate directly, but indirectly by means of the environment” (Dewey, 1916/1944, p. 19), then the faculty in the unit seeks to create the kind of teaching and learning environments that elicit the mental and moral sensibilities consistent with reflective intelligence (that is making candidates’ and the faculty’s conduct more intelligent).

Teaching and learning as “self-renewal” suggests that we must cultivate the minds of learners and provide them with the rich intellectual, pedagogical, and dispositional soil to grow personally and professionally. This “soil of learning” must, therefore, be tilled with knowledge of subject, professional and pedagogical knowledge and skills, and dispositions, that is, habits of mind. The educational environment in the unit, conducive to this philosophy, is thus structured to challenge candidates to engage in the habits of thinking that are consistent with reflective inquiry or as termed by Dewey, “the essentials of reflection” (Dewey, 1916/1944, p. 163).

To engage in reflective inquiry presupposes a form of personal, intellectual and social renewal. Consequently, the unit sees a special connection between growth and the application of things already known (subject matter and skills) for the purpose of improving social conditions. This requires candidates’ acquisition of dispositions both intellectual and social.

Consequently, teaching and learning as self-renewal is meant to help both candidates and faculty develop relevant intellectual and social dispositions that reinforce their being “mindful” and thoughtful in their professional practice.

16 The unit’s learning outcomes for candidates at both the initial and advanced levels are that graduates will be:

(a) Stewards of the Discipline – having the necessary concepts, knowledge and understandings in their respective field of study.

(b) Reflective Inquirers – knowing how to use the requisite generic skills needed to apply the content and pedagogical content.

(c) Mindful Educators – being able to apply the dispositions, that is, habits of mind (intellectual, and social) that render professional actions and conduct more intelligent.

These outcomes are justified in the knowledge base research literature by findings which conclude that:

a) Teachers and other school personnel should have a deep understanding of content, and of how to make content accessible,

b) Teachers and other school personnel also need to know how to promote learning through a variety of instructional practices, and

c) Teachers and other school personnel must exhibit certain habits of mind or demonstrate “pedagogical thoughtfulness.”

Since the unit’s knowledge base provides the justification for the desired unit learning outcomes, it is this knowledge base that also facilitates the relevant generic candidate proficiencies for each outcome. The desired unit outcomes are therefore manifested in the content to be experienced (candidate content proficiencies), the requisite practices and skills for experiencing the content (candidate process skills proficiencies), and the moral sensibilities/dispositions (candidate habits of mind) inherent in the foregoing transaction.

The candidate proficiencies, the knowledge, skills, and dispositions in the institutional standards are thus aligned, at the initial preparation level, with state (FEAP standards – Florida Educator Accomplished Practices), and professional standards (which at the initial level are the INTASC standards – Interstate New Teacher Assessment and Support Consortium), and at the advanced level, with the National Board standards – The National Board for Professional Teaching Standards).

The unit’s evaluation and assessment system thus enables decisions to be made regarding whether the unit is achieving its vision and aim, and, therefore, producing desired results in terms of its learning outcomes, and, candidate proficiencies, that is, its institutional standards.

The needs index for change in the unit is linked to long-term goals and objectives that guide the unit’s development and academic pursuits. Goals in this context are mechanisms for planning for change. The unit’s short- and long- term goals become the steps through which evidence to demonstrate progress in the unit’s aim is manifested through plans, goals, objectives, timelines, and use of results for change and improvement.

PROGRAM OUTCOMES

Upon completion of the undergraduate program in elementary education, participants will demonstrate knowledge and use of:

17 1. social and psychological foundations of education as specifically related to the needs of the learner in the multicultural, multi-linguistic, urban society of today’s schools. 2. generic and specific teaching skills and techniques related to the curricular areas of art, health and physical education, literacy, mathematics, music, science, and social studies. These include effective planning, selection of content to be taught, use of appropriate objectives, identification and preparation of instructional materials, sequencing of lessons, and assessment. 3. effective classroom management skills including the formulation and consistent enforcement of rules, the use of a progressive sequence of consequences for rule infractions, the effective use of praise, the ability to successfully attend to multiple instructional tasks simultaneously, and the ability to give clear and concise directions. 4. effective human relations skills and group dynamics, particularly those appropriate for a multiethnic, pluralistic society. 5. effective assessment of student progress and of teaching performance; including the purpose of testing and of how the results will be used, appropriate test formats, appropriate physical settings for administering tests, techniques to minimize test anxiety, the value of positive feedback, and the use of assessment results to give direction to future instructional plans.

FLORIDA EDUCATOR ACCOMPLISHED PRACTICES (FEAPS): PRE-PROFESSIONAL LEVEL

The Florida State Standards Commission has established the following 6 Educator Accomplished Practices as the competencies teacher candidates need to demonstrate upon successfully completing a pre-service program.

(1) Purpose and Foundational Principles. (a) Purpose. The Educator Accomplished Practices are set forth in rule as Florida’s core standards for effective educators. The Accomplished Practices form the foundation for the state’s teacher preparation programs, educator certification requirements and school district instructional personnel appraisal systems. (b) Foundational Principles. The Accomplished Practices are based upon and further describe three essential principles: 1 1. The effective educator creates a culture of high expectations for all students by promoting the importance of education and each student’s capacity for academic achievement. 2 2. The effective educator demonstrates deep and comprehensive knowledge of the subject taught. 3 3. The effective educator exemplifies the standards of the profession. 4 (2) The Educator Accomplished Practices. Each effective educator applies the foundational principles through six (6) Educator Accomplished Practices. Each of the practices is clearly defined to promote a common language and statewide understanding of the expectations for the quality of instruction and professional responsibility.

(a) Quality of Instruction. 1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently: a. Aligns instruction with state-adopted standards at the appropriate level of rigor; b. Sequences lessons and concepts to ensure coherence and required prior knowledge. c. Designs instruction for students to achieve mastery; d. Selects appropriate formative assessments to monitor learning; e. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons; and f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.

18 2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently: a. Organizes, allocates, and manages the resources of time, space, and attention; b. Manages individual and class behaviors through a well-planned management system; c. Conveys high expectations to all students; d. Respects students’ cultural, linguistic and family background; e. Models clear, acceptable oral and written communication skills; f. Maintains a climate of openness, inquiry, fairness and support; g. Integrates current information and communication technologies; h. Adapts the learning environment to accommodate the differing needs and diversity of students; and i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals. 3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to: a. Deliver engaging and challenging lessons; b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter; c. Identify gaps in students’ subject matter knowledge; d. Modify instruction to respond to preconceptions or misconceptions; e. Relate and integrate the subject matter with other disciplines and life experiences; f. Employ higher-order questioning techniques; g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding; h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students; i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and j. Utilize student feedback to monitor instructional needs and to adjust instruction.

4. Assessment. The effective educator consistently: a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process; b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery; c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains; d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge; e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s); and f. Applies technology to organize and integrate assessment information.

(b) Continuous Improvement, Responsibility and Ethics. 1. Continuous Professional Improvement. The effective educator consistently: a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs; b. Examines and uses data-informed research to improve instruction and student achievement; c. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement;

19 d. Engages in targeted professional growth opportunities and reflective practices, both independently and in collaboration with colleagues; and e. Implements knowledge and skills learned in professional development in the teaching and learning process. 2. Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to State Board of Education Rules 6B-1.001 and 6B1.006, F.A.C, and fulfills the expected obligations to students, the public and the education profession.

Rulemaking Authority 1004.04, 1004.85, 1012.225, 1012.34, 1012.56 FS. Law Implemented 1004.04, 1004.85, 1012.225, 1012.34, 1012.56 FS. History–New 7-2-98; Amended 12-17-10.

FLORIDA TEACHER STANDARDS for ESOL ENDORSEMENT 2010

Domain 1: Culture (Cross-Cultural Communications) Standard 1: Culture as a Factor in ELLs’ Learning Teachers will know and apply understanding of theories related to the effect of culture in language learning and school achievement for ELLs from diverse backgrounds. Teachers will identify and understand the nature and role of culture, cultural groups, and individual cultural identities. Performance Indicators 1.1. a. Understand and apply knowledge about cultural values and beliefs in the context of teaching and learning of ELLs, from diverse backgrounds and at varying English proficiency levels. 1.1.b. Understand and apply knowledge of concepts of cultural competence, particularly knowledge about how cultural identities affect learning and academic progress for students from diverse backgrounds and at varying English proficiency levels. 1.1.c. Use a range of resources in learning about the cultural experiences of ELLs and their families to guide curriculum development and instruction. 1.1. d. Understand and apply knowledge about the effects of racism, stereotyping, and discrimination in teaching and learning of ELLs from diverse backgrounds and at varying English proficiency levels. 1.1.e. Understand and apply knowledge about home/school connections to build partnerships with ELLs’ families (e.g., Parent Leadership Councils (PLC). 1.1.f. Understand and apply knowledge about concepts related to the interrelationship between language and culture for students from diverse backgrounds and at varying English proficiency levels.

Domain 2: Language and Literacy (Applied Linguistics) Standard 1: Language as a System Teachers will demonstrate understanding of language as a system, including phonology, morphology, syntax, semantics and pragmatics; support ELLs’ acquisition of English in order to learn and to read, write, and communicate orally in English. Performance Indicators 2.1.a. Demonstrate knowledge of the components of language and understanding of language as an integrative and communicative system. 2.1.b. Apply knowledge of phonology (the sound system), morphology (the structure of words), syntax (phrase and sentence structure), semantics (word/sentence meaning), and pragmatics (the effect of context on language) to support ELLs’ development of listening, speaking, reading, and writing (including spelling) skills in English. 2.1.c. Demonstrate knowledge of rhetorical and discourse structures as applied to second language and literacy learning.

20 2.1.d. Demonstrate proficiency in English and model for ELLs the use of appropriate forms of English for different purposes. 2.1.e. Identify similarities and differences between English and other languages reflected in the ELL student population. Standard 2: Language Acquisition and Development Teachers will understand and apply theories and research on second language acquisition and development to support ELLs’ learning. Performance Indicators 2.2.a. Demonstrate understanding of current and past theories and research in second language acquisition and bilingualism as applied to ELLs from diverse backgrounds and at varying English proficiency levels. 2.2.b. Recognize the importance of ELLs’ home languages and language varieties, and build on these skills as a foundation for learning English. 2.2.c. Understand and apply knowledge of sociocultural, sociopolitical, and psychological variables to facilitate ELLs’ learning of English. 2.2.d. Understand and apply knowledge of the role of individual learner variables in the process of learning English as a second language. Standard 3: Second Language Literacy Development Teachers will demonstrate an understanding of the components of literacy, and will understand and apply theories of second language literacy development to support ELLs’ learning. Performance Indicators 2.3.a. Understand and apply current theories of second language reading and writing development for ELLs from diverse backgrounds and at varying English proficiency levels. 2.3.b. Demonstrate understanding of similarities and differences between L1 (home language) and L2 (second language) literacy development. 2.3. c. Demonstrate understanding of how L1 literacy influences L2 literacy development and apply this to support ELLs’ learning. 2.3.d. Understand and apply knowledge of sociocultural, sociopolitical, and psychological variables to facilitate ELLs’ L2 literacy development in English. 2.3.e. Understand and apply knowledge of how principles of phonology, morphology, syntax, semantics, and discourse affect L2 reading and writing development.

Domain 3: Methods of Teaching English to Speakers of Other Languages (ESOL) Standard 1: ESL/ESOL Research and History Teachers will demonstrate knowledge of history, public policy, research and current practices in the field of ESL/ESOL teaching and apply this knowledge to improve teaching and learning for ELLs. Performance Indicators 3.1.a. Demonstrate knowledge of L2 teaching methods in their historical context. 3.1.b. Demonstrate awareness of current research relevant to best practices in second language and literacy instruction. 3.1.c. Demonstrate knowledge of the evolution of laws and policy in the ESL profession, including program models for ELL instruction. Standard 2: Standards-Based ESL and Content Instruction Teachers will know, manage, and implement a variety of teaching strategies and techniques for developing and integrating ELLs’ English listening, speaking, reading, and writing skills. The teacher will support ELLs’ access to the core curriculum by teaching language through academic content. Performance Indicators 3.2. a. Organize learning around standards-based content and language learning objectives for students from diverse backgrounds and at varying English proficiency levels. 3.2.b. Develop ELLs’ L2 listening skills for a variety of academic and social purposes. 3.2.c. Develop ELLs' L2 speaking skills for a variety of academic and social purposes.

21 3.2.d. Provide standards-based instruction that builds upon ELLs’ oral English to support learning to read and write in English. 3.2.e. Provide standards-based reading instruction appropriate for ELLs from diverse backgrounds and at varying English proficiency levels. 3.2.f. Provide standards-based writing instruction appropriate for ELLs from diverse backgrounds and at varying English proficiency levels. 3.2. g. Develop ELLs’ writing through a range of activities, from sentence formation to expository writing. 3.2. h. Collaborate with stakeholders to advocate for ELLs’ equitable access to academic instruction (through traditional resources and instructional technology). 3.2.i. Use appropriate listening, speaking, reading, and writing activities in teaching ELLs from diverse backgrounds and at varying English proficiency levels. 3.2.j. Incorporate activities, tasks, and assignments that develop authentic uses of the second language and literacy to assist ELLs in learning academic vocabulary and content-area material. 3.2. k. Provide instruction that integrates listening, speaking, reading, and writing for ELLs of diverse backgrounds and varying English proficiency levels. Standard 3: Effective Use of Resources and Technologies Teachers will be familiar with and be able to select, adapt and use a wide range of standards-based materials, resources, and technologies.

Performance Indicators 3.3.a. Use culturally responsive/sensitive, age-appropriate and linguistically accessible materials for ELLs of diverse backgrounds and varying English proficiency levels. 3.3.b. Use a variety of materials and other resources, including L1 resources, for ELLs to develop language and content-area skills. 3.3.c. Use technological resources (e.g., Web, software, computers, and related media) to enhance language and content-area instruction for ELLs of diverse backgrounds and varying English proficiency levels.

Domain 4: ESOL Curriculum and Materials Development Standard 1: Planning for Standards-Based Instruction of ELLs Teachers will know, understand, and apply concepts, research, best practices, and evidenced-based strategies to plan classroom instruction in a supportive learning environment for ELLs. The teacher will plan for multilevel classrooms with learners from diverse backgrounds using a standards-based ESOL curriculum. Performance Indicators 4.1.a. Plan for integrated standards-based ESOL and language sensitive content instruction. 4.1.b. Create supportive, accepting, student-centered classroom environments. 4.1.c. Plan differentiated learning experiences based on assessment of students’ English and L1 proficiency and integrating ELLs’ cultural background knowledge, learning styles, and prior formal educational experiences. 4.1.d. Plan learning tasks for particular needs of students with limited formal schooling (LFS). 4.1.e. Plan for instruction that embeds assessment, includes scaffolding, and provides re-teaching when necessary for individuals and small groups to successfully meet English language and literacy learning objectives. Standard 2: Instructional Resources and Technology Teachers will know, select, and adapt a wide range of standards-based materials, resources, and technologies. Performance Indicators 4.2.a. Select and adapt culturally responsive/sensitive, age-appropriate, and linguistically accessible materials. 4.2.b. Select and adapt a variety of materials and other resources including L1 resources, appropriate to ELLs’ developing English language and literacy. 4.2.c. Select technological resources (e.g., Web, software, computers, and related media) to enhance instruction for ELLs of diverse backgrounds and at varying English proficiency levels.

Domain 5: Assessment (ESOL Testing and Evaluation) 22 Standard 1: Assessment Issues for ELLs Teachers will understand and apply knowledge of assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels. Examples include cultural and linguistic bias; testing in two languages; sociopolitical and psychological factors; special education testing and assessing giftedness; the importance of standards; the difference between formative and summative assessment; and the difference between language proficiency and other types of assessment (e.g., standardized achievement tests). Teachers will also understand issues around accountability. This includes the implications of standardized assessment as opposed to performance-based assessments, and issues of accommodations in formal testing situations. Performance Indicators 5.1.a. Demonstrate an understanding of the purposes of assessment as they relate to ELLs of diverse backgrounds and at varying English proficiency levels. 5.1.b. Identify a variety of assessment procedures appropriate for ELLs of diverse backgrounds and at varying English proficiency levels. 5.1.c. Demonstrate an understanding of appropriate and valid language and literacy assessments for ELLs of diverse backgrounds and at varying English proficiency levels. 5.1.d. Demonstrate understanding of the advantages and limitations of assessments, including the array of accommodations allowed for ELLs of diverse backgrounds and at varying English proficiency levels. 5.1.e. Distinguish among ELLs’ language differences, giftedness, and special education

Standard 2: Language Proficiency Assessment Teachers will appropriately use and interpret a variety of language proficiency assessment instruments to meet district, state, and federal guidelines, and to inform their instruction. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders. Performance Indicators 5.2.a. Understand and implement district, state, and federal requirements for identification, reclassification, and exit of ELLs from language support programs, including requirements of the LULAC Consent Decree. 5.2.b. Identify and use a variety of assessment procedures for ELLs of diverse backgrounds and varying English proficiency levels. 5.2.c. Use multiple sources of information to assess ELLs’ language and literacy skills and communicative competence. Standard 3: Classroom-Based Assessment for ELLs Teachers will identify, develop, and use a variety of standards- and performance-based, formative and summative assessment tools and techniques to inform instruction and assess student learning. Teachers will understand their uses for identification, placement, and demonstration of language growth of ELLs from diverse backgrounds and at varying English proficiency levels. Teachers will articulate the appropriateness of ELL assessments to stakeholders. Performance Indicators 5.3.a. Use performance-based assessment tools and tasks that measure ELLs’ progress in English language and literacy development. 5.3.b. Understand and use criterion-referenced assessments appropriately with ELLs from diverse backgrounds and at varying English proficiency levels. 5.3.c. Use various tools and techniques to assess content-area learning (e.g., math, science, social studies) for ELLs at varying levels of English language and literacy development. 5.3.d. Prepare ELLs to use self- and peer-assessment techniques, when appropriate. 5.3.e. Assist Ells in developing necessary test-taking skills. 5.3. f. Assess ELLs’ language and literacy development in classroom settings using a variety of authentic assessments, e.g., portfolios, checklists, and rubrics.

23 FLORIDA TEACHER CERTIFICATION EXAMINATION (FTCE) EXPECTED OUTCOMES/COMPETENCIES

XVII. FLORIDA TEACHER CERTIFICATION EXAMINATION (FTCE) EXPECTED OUTCOMES/COMPETENCIES Elementary Education K–6 Science and Technology

21. Knowledge of the nature of matter

1. Identify the fundamental physical properties of matter (e.g., mass, volume). 2. Compare physical and chemical changes (e.g., cutting, burning, rusting). 3. Compare the characteristics of elements, compounds, and mixtures. 4. Compare the physical properties of solids, liquids, and gases (e.g., mass, volume, color, texture, hardness, temperature). 5. Compare the properties of liquids during phase change through heating and cooling (e.g., boiling, melting, freezing, evaporation, condensation). 6. Demonstrate knowledge that all matter is composed of parts too small to be seen (e.g., electrons, protons, neutrons). 22. Knowledge of forces, motion, and energy

1. Demonstrate knowledge of temperature, heat, and heat transfer. 2. Identify the types and characteristics of contact forces (e.g., pushes and pulls, friction) and at-a- distance forces (e.g., magnetic, gravitational, electrostatic). 3. Apply knowledge of light and optics to practical applications (i.e., reflection, refraction, diffusion). 4. Apply knowledge of electrical currents, circuits, conductors, insulators, and static electricity to real-world situations. 5. Distinguish between different types of energy (e.g., chemical, electrical, mechanical, electromagnetic, heat, light, sound, solar) and their characteristics as they apply to real- world situations. 6. Apply knowledge of the ability of energy to cause motion or create change. Demonstrate knowledge that electrical energy can be transformed into heat, light, mechanical, and sound energy. 7. Apply knowledge of the ability of energy to cause motion or create change. Demonstrate knowledge that electrical energy can be transformed into heat, light, mechanical, and sound energy. 8. Demonstrate knowledge of potential and kinetic energy. 9. Demonstrate knowledge that motion of all matter can be changed by forces, observed, described and measured. Differentiate between balanced and unbalanced forces and how they effect objects.

24 a. knowledge of Earth and space

1. Identify characteristics of geologic formations (e.g., volcanoes, canyons, mountains) and the mechanisms by which they are changed (e.g., physical and chemical weathering, erosion, plate tectonics). 2.Identify the characteristics of soil and the process of soil formation. 3.Identify the major groups and properties of rocks and minerals, examples of each, and the processes of their formation. 4.Identify ways in which land, air, and water interact (e.g., soil absorption, runoff, water cycle, atmospheric conditions, weather patterns). 5.Differentiate between radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. 6.Identify the components of Earth's solar system and compare their individual characteristics. 7.Demonstrate knowledge of Earth's place in our changing universe (e.g., history and purposes of space exploration, vastness of space). 8.Demonstrate knowledge of the phases of the Moon and the Moon's effect on Earth. 9.Identify Earth's tilt and orbital pattern and how they determine the seasons. 10.Analyze various conservation methods and their effectiveness in relation to renewable and nonrenewable natural resources. 11.Identify the sun as a star and its effect on Earth (e.g., radiant energy, heat, light). b. Knowledge of life science

1.Compare and contrast living and nonliving things. 2. Distinguish between infectious agents (e.g., viruses, bacteria, fungi, parasites) and their effects on the human body. 3. Differentiate structures and functions of plant and animal cells. 4. Identify the major steps of plants' physiological processes of photosynthesis, transpiration, reproduction, and respiration. 5. Demonstrate knowledge of how plants respond to stimuli (e.g., heat, light, gravity). 6. Identify the structures and functions of organs and systems of both animals and humans.

25 7. Demonstrate knowledge of animals' physiological processes (e.g., respiration, reproduction, digestion, circulation). 8. Demonstrate knowledge of cell theory as the fundamental organizing principle of life on Earth. 9. Demonstrate knowledge of heredity, evolution, and natural selection. 10. Demonstrate knowledge of the interdependence of living things with each other and with their environment (e.g., food webs, pollution, hurricanes).

25 Knowledge of the nature of science

1. Demonstrate knowledge of basic science processes (e.g., observing, classifying, communicating, qualifying, inferring, predicting). 2. Apply knowledge of scientific inquiry (e.g., forming hypotheses, manipulating variables, recording and interpreting data) to learning science concepts. 3. Identify the appropriate laboratory equipment for specific activities. 4. Identify state safety procedures for teaching science, including the care of living organisms and the accepted procedures for the safe preparation, use, storage, and disposal of chemicals and other materials. 5. Demonstrate knowledge of basic scientific vocabulary (e.g., theory, law, hypotheses, models).

26 Knowledge of the relationship of science and technology

1.Identify the interrelationship of science and technology. 2.Identify the tools and techniques of science and technology used for data collection and problem solving. 3.Identify ways in which technology can be used by students to represent understanding of science concepts.

27 Knowledge of instruction and assessment

1. Identify a variety of appropriate instructional strategies (e.g., cooperative learning, inquiry learning, investigations) for teaching specific topics. 2. Select manipulatives, physical models, and other classroom teaching tools for teaching specific topics. 3. Identify a variety of methods for assessing scientific knowledge, including analyzing student thinking processes to determine strengths and weaknesses.

26 PURPOSE OF COURSE

SCE 4310 is an elementary and early childhood education (K-6) content and methods course designed to provide the knowledge and experiences necessary for pre-service teachers to be disposed toward teaching science in their classrooms. It provides for the development of knowledge, skills, and dispositions necessary to prepare students to assume the role of teachers of science in elementary school.

Such a course is recommended by the National Science Teachers Association (NSTA) in its Standards for the Preparation and Certification of Elementary Teachers of Science (2003, 2011), and the New Standards and Pre- service Indicators (NSTA, 2011). These NSTA guidelines are supported by:

1) the “Standards for the Professional Development of Teachers of Science” reported in the National Science Education Standards (1996), 2) the Florida Department of Education, Florida Curriculum Framework (2010), and 3) the Florida Education Standards Commission Educator Accomplished Practices (2010).

In addition, SCE 4310 and subsequent sequence of professional development experiences have been developed to include the Model Standards for Beginning Teachers of Science (Interstate New Teacher Assessment and Support Consortium: Science Sub-Committee, January, 1998). This course and subsequent professional development experiences are required in the bachelor’s degree program in Elementary Education and meet the State of Florida requirements for certification (Elementary Education, K-6). Note that SCE 4310 is taken by Early Childhood Education and Exceptional Student Education and other majors as well.

Field Assignments OVERVIEW [READ ALL MATERIALS CAREFULLY DURING WEEK 1] Required Field (Elementary/Early Childhood School Based) Assignments [Field FAs]

* IMPORTANT NOTE: All students need to be placed in a field school for SCE 4310. See Dr. Judith Cohen and/or Ms. Mary Ann Gonzalez in the Clinical Supervision Office, ZEB 230, Tel. 348-2082 for field placement info. All field school site visitations should be documented. All SCE 4310 field experiences including orientation, FAs, and other science-based visits/observations should be documented in a field experience log (in your JOURNAL) that may be collected and checked periodically by Dr. O’Brien. All visits need to be recorded in the log and cooperating teachers must sign all pages to the final documents. Dr. O’Brien should receive a copy of the completed field experience log (including cooperating teacher signature) no later than during the last class date of SCE 4310. Note students should complete each FA as scheduled below. Do not hold field assignments beyond the due dates. If you have special circumstances, talk with Dr. O’Brien.

Detailed written instructions and a scoring rubric will be given to students prior to doing the field assignment. Instructions will also be given in class at least two weeks prior to 27 the due date. The scoring sheet should be stapled as the first page for each field assignment report. Scoring sheets will also be online on the SCE 4310 U01/U04 Class Webpage , http://faculty.fiu.edu/~obrieng/SCE4310fall2013.html

Field Experience Placement Policies and Procedures

In order to insure that the College of Education complies with the security regulations and institutional policies of hosting districts and private schools, ALL public and private placements must be arranged through the Office of Clinical Supervision. Arrangements for placements are available each semester (Fall, Spring and Summer) from the first day of registration through the date of the mandatory school Orientation. To obtain a placement, students should bring a copy of their schedule to ZEB 230, Monday- Friday, 9:00-5:00, and follow the posted “Placement Request Procedures.” Students who are not on the University Park campus during those times should call (305) 348-2082 to make alternate arrangements.

The following policies are in effect: o ALL public and private placement arrangements must be arranged through the Office of Clinical Supervision. o ALL placement requests MUST be arranged BEFORE the mandatory school Orientation (usually the second Friday of the semester). o Students taking Elementary or Early Childhood methods courses MUST be registered correctly for Field Experience no later than the end of the first week of classes. o Students MUST commit to Orientation attendance, to compliance with district and building policies as set forth by the building administrator, and to prompt and regular attendance at the school site. o Students MUST comply with the Florida Code of Ethics and the Principles of Professional Conduct of The Education Profession in Florida. o ALL students must be cleared by either Broward County Schools or Miami-Dade County Public Schools before beginning placement activities.

Recommended Steps for Successful Field Experience

1. Obtain a copy of your schedule as soon as you are eligible to register for courses. 2. Take the schedule to ZEB 230 to get forms and directions for district security clearance. 3. Go to the specified site, follow the district procedures. 4. Attend the Orientation at the school site provided by the building administrator. You will be permitted to attend the Orientation even if you have not yet cleared for security, but YOU WILL NOT BE ABLE TO BEGIN IN A CLASSROOM without the clearance. 5. Carry your district security clearance with you at all times you are in a district school. Follow other recommendations for professional behavior while at the school site.

Appropriate Professional Attire and Behavior

28 Appropriate professional attire means appropriate for classroom teaching, not as casual as for a playing field or a field trip, and not as formal as for a job interview. The recommendations below for YES and NO are a compilation of requests from Miami-Dade and Broward principals in public or private settings and should be regarded as expectations across all majors as appropriate classroom attire and appearance.

 YES to comfortable, loose fitting, modest, clean and well-pressed clothing; to well-groomed face, hair and body.  NO to jeans, hats or caps; halters, exposed cleavage or waist, see-through fabric; visible tattoos; active sportswear, including jogging suits, sneakers/running shoes; t-shirts, shorts; tight clothing of any material; open-backed shoes; excessive jewelry, makeup or accessories; beard stubble.

Appropriate behavior means attitudes as well as actions which are appropriate for adult role-models for students in a learning setting. First and foremost is adherence to the Code of Ethics-Principles of Professional Conduct for Educators in Florida. A copy of the Code of Ethics is available in ZEB 220. Responsible adults in a school are expected to abide by building policies for teachers, and to support the administration in maintaining a healthy, safe environment for all present. This includes obeying rules of behavior for students as well. For instance, there typically are rules regarding chewing gum, running in the halls, etc for students - visitors are expected to comply as well. Field experience students have a responsibility to determine what the expectations of the administration may be, and then meet or exceed that expectation. This is one of the main reasons for attending the Orientation at the school-so any questions or concerns can come to light before placement begins.

Fingerprint Clearance Issues

Students who have had a court appearance in the past may be initially denied placement. The district will notify the student and the Office of Clinical Supervision of the “pending” status, and it becomes the responsibility of the student to submit the requested documentation to the designated district official in a timely manner, so that the review can proceed as quickly as possible. If the documentation review results in a “not approved” status, the student will not be placed in that district, and should apply for clearance in another district. Because of the time that will likely elapse in this process, and the likelihood of a similar denial in the second district, the student should consider these actions:

 Drop education classes that require field experience as a mandated part of the grade. Enrollment in these classes should be postponed until security clearance is obtained.  Should a second denial occur, the student should clearly understand that this review is parallel to the review that will be mandated for employment in a district and for state certification. An alternate career should be considered.

TASKSTREAM:

X. Critical Tasks/TaskStream Assignments [THE FOLLOWING IDEAS WILL BE FURTHER DEVELOPED IN CLASS.] Course: SCE 4310 Content and Methods of Teaching Elementary Science

29 Assignment 1: The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to identify gaps in students’ subject matter knowledge. (Critical Task)

Prior to critical task assignment 1, the candidates will:

1. a) Learn - via experiences (prior to SCE 4310) that helped develop prior knowledge of the selected focus concept(s), and b) learn – via hands-on, minds-on, inquiry-based instruction and other activities/resources during SCE 4310, fully developed and deep comprehensive knowledge of selected concepts in science and big ideas for science subject matter knowledge of selected focus topics (e.g., life science – Is it alive?) . 2. create a written list of applicable NGSSS benchmarks to the selected concept(s)/ideas (K-5). 3. develop understanding of a conceptual framework/model/flow related to selected concept(s)/ideas. 4. learn how to conduct interviews as structured conversation about focus science subject matter topics to identify individual student preconceptions and/or misconceptions. 5. learn how to use interview data to diagnose grade-level concept development for individual students and to compare and relate this information to grade level NGSSS benchmarks and National Science Education Standards.

Explanation of Assignment 1 (Critical Task) artifact: candidates will assess conceptual understanding of a focus topic (e.g., life science – Is it alive?) for three students in a local school at one grade level (K-5). Candidates will select students to be representative of Miami-Dade, Broward, or Monroe County’s diverse population. Selection criteria: boys and girls, range of academic backgrounds, range of cultural backgrounds, students at-risk, students with disabilities, ESE, and ESOL students. Data, analysis, and reflection will be used to help prepare an inquiry-based science lesson (i.e., Assignment 2) for children of the same class from which three children were interviewed.

Assignment 1 artifacts include: 1. Written information of the school site including: name of school, name of teacher, grade level, location in school where the tasks take place, date/time of each interview; 2. A list of key questions used in the diagnostic interviews in a sequenced order; 3. Information for each of three children (age, gender); 4. Transcript of interviews, including identification of probing and challenging questions; 5. Summary for each child’s understanding of focus concept(s) including accurate concept perceptions and misconceptions; 6. Compare your analysis of childrens’overall understanding to accurate concept perceptions; 7. Discuss specific learning activities that teachers could provide to their students to further their concept development; and 8. Reflection regarding your initial thoughts of students’ learning of a concept and how that compares with what you have learned about the concept development for children in assigned grade level school.

30 SCE 4310 Assignment 1 Diagnostic Science Student Interviews

31 Assignment 1 1. Candidates learn about how and practice conducting interviews Artifact as structured conversation about a focus science subject matter topic (e.g., life science – Is it alive?) to identify individual Objective(s) student preconceptions and/or misconceptions. 2. Candidates learn how to use interview data to diagnose grade- level concept development for individual students and to compare and relate this information to grade level NGSSS benchmarks and National Science Education Standards.

FEAPs (a) 3.c. Identify gaps in students’ subject matter knowledge.

Florida Educator Accomplished Practices PECs PECs addressed through FEAPs

Professional Education Competencies SACs Sec. 60. S & T. [24. Knowledge of life science] (addressed & assessed)

Subject Area 1. Compare and contrast living and nonliving things. (addressed & assessed) Competencies, 3. Differentiate structures and functions of plant and animal cells. Elementary (addressed & assessed) Education, Section 60, Science & 4. Identify the major steps of plants' physiological processes of Technology photosynthesis, transpiration, reproduction, and respiration. (addressed & assessed) 5. Demonstrate knowledge of how plants respond to stimuli (e.g., heat, light, gravity). (addressed & assessed) 6. Identify the structures and functions of organs and systems of both animals and humans. (addressed) 7. Demonstrate knowledge of animals' physiological processes (e.g., respiration, reproduction, digestion, circulation). (addressed & assessed) 8. Demonstrate knowledge of cell theory as the fundamental organizing principle of life on Earth. (addressed) 9. Demonstrate knowledge of heredity, evolution, and natural selection. (addressed) 10. Demonstrate knowledge of the interdependence of living things with each other and with their environment (e.g., food webs, pollution, hurricanes). (addressed & assessed)

Sec. 60. S & T. [25 Knowledge of the nature of science] (addressed & assessed)

32 1. Demonstrate knowledge of basic science processes (e.g., observing, classifying, communicating, qualifying, inferring, predicting). (addressed & assessed) 2.Apply knowledge of the scientific inquiry (e.g., forming hypotheses, manipulating variable, recording and interpreting data) to learning science concepts. (addressed & assessed)

3.Identify the appropriate laboratory equipment for specific activities. (addressed & assessed) 4.Identify state safety procedures for teaching science, including the care of living organisms and the accepted procedures for the safe preparation, use, storage, and disposal of chemicals and other materials. (addressed & assessed) VII. Demonstrate knowledge of basic scientific vocabulary (e.g., theory, law, hypothesis, models). (addressed & assessed)

UCC NA

Additional Elements of the Uniform Core Curriculum ESOL NA

Assignment 2: The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to modify instruction to respond to preconceptions and/or misconceptions. (Critical Task)

Prior to critical task assignment 2, the candidates will:

1. Will complete critical task assignment 1 at proficient or mastery level. 2. Will learn through direct experiences the 5 E (Engage, Explore, Explain, Extend, Evaluate) Learning Cycle Teaching Model by doing activities associated with the knowledge of selected concepts in science and big ideas for science subject matter knowledge of selected focus topics (e.g., life science – Is it alive?) . 3. Will learn the lesson planning components/processes for leading grades K-5 children in direct experiences utilizing the 5 E (Engage, Explore, Explain, Extend, Evaluate) Learning Cycle Teaching Model by doing activities associated with the knowledge of selected concepts in science and big ideas for science subject matter knowledge of selected focus topics (e.g., life science – Is it alive?) .

33 4. Will learn childrens’ preconceptions and/or misconceptions by doing an ENGAGE PHASE component the 5 E (Engage, Explore, Explain, Extend, Evaluate) Learning Cycle Teaching Model for activities associated with the knowledge of selected concepts in science and big ideas for science subject matter knowledge of selected focus topics (e.g., life science – Is it alive?) . 5. Will modify the Explore phase, and/or Explain phase, and/or Extend phase of the teaching of the the 5 E (Engage, Explore, Explain, Extend, Evaluate) Learning Cycle Teaching Model lesson/plan via consideration of results of Assignment 1 and work during the Engage phase of Activity 2 in consideration of responding to the students preconceptions and/or misconceptions as determined by the candidate.

Explanation of Assignment 2 (Critical Task) artifact:

1. Each candidate will plan (5 E Learning Cycle Teaching Model), prepare, teach, reflect and analyze an inquiry science lesson for a small group of children (3-5 students) or a full class of children at a local school placement site. Each candidate will plan lesson with input and guidance from her/his cooperating teacher and SCE 4310 course instructor. The plan of the lesson must be developed for teaching selected concepts in science for science subject matter knowledge of selected focus topics (e.g., life science – Is it alive?) that were assessed during critical task assignment 1.

Assignment 2 artifacts include all of the following:

Part A. Planning the lesson. Complete Lesson Planning Worksheet and submit it to instructor and have it approved before you teach the lesson. LESSON FORMAT

• Topic, grade level, time duration • Overview of Lesson • Assignment 1: Identify gaps in students’ subject matter knowledge (Critical Task) • Standards Connection • What do you want students to know and/or be able to do? • Student Assessment: pre and post

ESOL Planning & Assessment: 4.1e Plan for instruction that embeds assessment, includes scaffolding, and provides re-teaching when necessary for individuals and small groups to successfully meet English language and literacy learning objectives.

• Procedure: 5E Inquiry Lesson. • Identify: • ENGAGE – Invitation/pre-assessment – Identify additional student preconceptions and/or misconceptions? • EXPLORE – Lesson Adjustments based on Engage phase? What are students investigating? What is the activity? What guiding questions might you ask students? What science process skills are the students developing? What thinking skills are children using? What scientific habits of mind are applied/observed? • EXPLAIN – What questions will you ask? What is the concept explanation that you will give the students?

34 • EXTEND – Application (What activity would you do next to apply/reinforce the concept?) • Materials needed • Safety concerns • Curricular integration • Differentiation strategies (Based upon results of critical assignment 1 and Engage Phase) • ESOL instructional component • Resources • Teacher and Lesson Assessment (Your appraisal of your teaching and the lesson.)

Part B. Prepare the lesson. Directions: Prepare an inquiry science lesson to teach a small group of children (3-5 students) or a full class of children at your school placement site. ____2. Write all of the school site info & other info related to planning the lesson, including: name of school, name of teacher, grade level, location in school, class or home where the lesson planning takes place, dates/times of each task

____3. Answer the following three questions for your lesson: a) What do you want the students to know?; b) How will you know that they know it?; c) How will you get them there? ____4. Write your lesson plan including all the major components of a Science Lesson Plan.

Part C. Teach the lesson and Verification. Directions: Teach your inquiry lesson to either a small group of children (3-5 students) or a full class of children at your school placement site. Attach a teacher’s hand written, signed, and dated note stating information including verification of the completion of this assignment.

____5. Write all of the school site info including: name of school, name of teacher, grade level, location in school where the teaching tasks take place, date/time.

____6. Verification note and assessment commentary from co-operating teacher.

Part D. Reflection Directions: After teaching your lesson, reflect and analyze your lesson.

____7. What (specific) instructional strategies did you use? Describe the strategies and how and the pros and cons of each one. ____8. How satisfied were you with the assessment/evaluation results? Describe how the students performed on your assessment at the conclusion of your lesson.

____9.Include student work or samples of student work (artifacts) for this lesson. ____10. How did you help students understand the concepts (at least 5-6 sentences)? ____11. What kind of questions did you ask? List questions and identify/classify type. ____12. What would you do differently next time and why? Describe using at least 5-6 sentences. ____13. What would you keep the same next time and why? Describe using 5- 6 sentences.

For the critical task assignment 2,

SCE 4310 Assignment 2: Plan (5 E Learning Cycle Teaching Model), prepare, teach, reflect and analyze an inquiry science lesson: Modify instruction to respond to preconceptions and/or misconceptions (Critical Task)

35 Assignment 2 1. Candidates use diagnostic student data to plan structured Artifact inquiry-based science lessons that take into account student diverse starting points in each child’s prior knowledge. Objective(s) 2. Will learn from practice how to structure and utilize the lesson planning components/processes for teaching grades K-5 children in experiences utilizing the 5 E (Engage, Explore, Explain, Extend, Evaluate) Learning Cycle Teaching Model. 3. Will learn from teaching experience how to assess childrens’ preconceptions and/or misconceptions by doing an ENGAGE PHASE component the 5 E (Engage, Explore, Explain, Extend, Evaluate) Learning Cycle Teaching Model for activities associated with the knowledge of selected concepts in science and big ideas for science subject matter knowledge of selected focus topics (e.g., life science – Is it alive?) . 4. Will modify the Explore phase, and/or Explain phase, and/or Extend phase of the teaching of the the 5 E (Engage, Explore, Explain, Extend, Evaluate) Learning Cycle Teaching Model lesson/plan via consideration of results of Assignment 1 and work during the Engage phase of Activity 2 in consideration of responding to the students preconceptions and/or misconceptions as determined by the candidate. FEAPs (a) 3.d. Modify instruction to respond to preconception and/or misconception. Florida Educator Accomplished Practices PECs PECs addressed through FEAPs

Professional Education Competencies SACs The following Sec. 60. S & T. SACs to be addressed include:

Subject Area Sec. 60. S & T. [24. Knowledge of life science] (addressed & assessed) Competencies, Elementary 4. Compare and contrast living and nonliving things. (addressed & assessed) Education, Section 3. Differentiate structures and functions of plant and animal cells. 60, Science & (addressed & assessed) Technology 4.Identify the major steps of plants' physiological processes of photosynthesis, transpiration, reproduction, and respiration. (addressed & assessed)

5. Demonstrate knowledge of how plants respond to stimuli (e.g., heat, light, gravity). (addressed & assessed)

6. Identify the structures and functions of organs and systems of both animals and humans. (addressed)

7. Demonstrate knowledge of animals' physiological processes (e.g., 36 respiration, reproduction, digestion, circulation). (addressed & assessed) 8. Demonstrate knowledge of cell theory as the fundamental organizing principle of life on Earth. (addressed)

9. Demonstrate knowledge of heredity, evolution, and natural selection. (addressed)

10. Demonstrate knowledge of the interdependence of living things with each other and with their environment (e.g., food webs, pollution, hurricanes). (addressed & assessed)

Sec. 60. S & T. [25 Knowledge of the nature of science] (addressed & assessed)

VIII. Demonstrate knowledge of basic science processes (e.g., observing, classifying, communicating, qualifying, inferring, predicting). (addressed & assessed)

IX. Apply knowledge of the scientific inquiry (e.g., forming hypotheses, manipulating variable, recording and interpreting data) to learning science concepts. (addressed & assessed) X. Identify the appropriate laboratory equipment for specific activities. (addressed & assessed) XI. Identify state safety procedures for teaching science, including the care of living organisms and the accepted procedures for the safe preparation, use, storage, and disposal of chemicals and other materials. (addressed & assessed) XII. Demonstrate knowledge of basic scientific vocabulary (e.g., theory, law, hypothesis, models). (addressed & assessed)

Sec. 60. S & T. [27 Knowledge of instruction and assessment] (addressed & assessed)

1. Identify a variety of appropriate instructional strategies (e.g., cooperative learning, inquiry learning, investigations) for teaching specific topics. (addressed & assessed) 2. Select manipulatives, physical models, and other classroom teaching tools for teaching specific topics. (addressed & assessed) 3. Identify a variety of methods for assessing scientific knowledge, including analyzing student thinking processes to determine strengths and weaknesses. (addressed & assessed)

37 UCC NA

Additional Elements of the Uniform Core Curriculum ESOL ESOL 4.1 Teachers will know, understand, and apply concepts, research, best practices, and evidenced-based strategies to plan classroom instruction in a supportive learning environment for ELLs. The teacher will plan for multi-level classrooms with learners from diverse backgrounds using a standards-based ESOL curriculum.

4.1e Plan for instruction that embeds assessment, includes scaffolding, and provides re-teaching when necessary for individuals and small groups to successfully meet English language and literacy learning objectives.

Assignment 3: The effective educator consistently a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs. (Critical Task)

Prior to assignment 3, the candidates will organize a professional development plan and portfolio to create standards-based goals and goal statements, define evidence of progress toward those goals, and reflect on progress toward those goals.

Explanation of Assignment 3 critical task artifact:

1. Each candidate will create a Professional Development Plan and Portfolio, containing six major categories of science education: content knowledge, content pedagogy, technology skills, management skills, impact on student learning, and communication skills. For each category, each candidate will create goal statements. For each goal statement, each candidate will create evidence that links back and supports strenthening of knowledge, skills, & dispositions and progress toward those goals.

Assignment 3 artifacts include all of the following:

1. Professional Development Plan including six categories, goal names, goal statements, and evidence presented in writing and other artifacts supportive of strenthening the effectiveness of instruction 38 based on students’ needs.

SCE 4310 Assignment 3 Professional Development Plan and Portfolio

39 Assignment 3 10. Each candidate will create a Professional Development Plan and Artifact Portfolio, containing six major categories of science education: content knowledge, content pedagogy, technology skills, Objective(s) management skills, impact on student learning, and communication skills. For each category, each candidate will create goal statements. For each goal statement, each candidate will create evidence that links back and supports strenthening of knowledge, skills, & dispositions and progress toward those goals.

FEAPs (b).1.a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs. Florida Educator Accomplished Practices PECs PECs addressed through FEAPs

Professional Education Competencies SACs The following Sec. 60. S & T. SACs to be addressed include:

Subject Area Sec. 60. S & T. [24. Knowledge of life science] (addressed & assessed) Competencies, Elementary 5. Compare and contrast living and nonliving things. (addressed & assessed) Education, Section 3. Differentiate structures and functions of plant and animal cells. 60, Science & (addressed & assessed) Technology 4.Identify the major steps of plants' physiological processes of photosynthesis, transpiration, reproduction, and respiration. (addressed & assessed)

11. Demonstrate knowledge of how plants respond to stimuli (e.g., heat, light, gravity). (addressed & assessed)

12. Identify the structures and functions of organs and systems of both animals and humans. (addressed)

13. Demonstrate knowledge of animals' physiological processes (e.g., respiration, reproduction, digestion, circulation). (addressed & assessed) 14. Demonstrate knowledge of cell theory as the fundamental organizing principle of life on Earth. (addressed)

15. Demonstrate knowledge of heredity, evolution, and natural selection. (addressed)

16. Demonstrate knowledge of the interdependence of living things with each other and with their environment (e.g., food webs, pollution, hurricanes). (addressed & assessed)

40 Sec. 60. S & T. [25 Knowledge of the nature of science] (addressed & assessed)

XIII. Demonstrate knowledge of basic science processes (e.g., observing, classifying, communicating, qualifying, inferring, predicting). (addressed & assessed)

XIV. Apply knowledge of the scientific inquiry (e.g., forming hypotheses, manipulating variable, recording and interpreting data) to learning science concepts. (addressed & assessed) XV. Identify the appropriate laboratory equipment for specific activities. (addressed & assessed) XVI. Identify state safety procedures for teaching science, including the care of living organisms and the accepted procedures for the safe preparation, use, storage, and disposal of chemicals and other materials. (addressed & assessed) XVII. Demonstrate knowledge of basic scientific vocabulary (e.g., theory, law, hypothesis, models). (addressed & assessed)

Sec. 60. S & T. [27 Knowledge of instruction and assessment] (addressed & assessed)

1.Identify a variety of appropriate instructional strategies (e.g., cooperative learning, inquiry learning, investigations) for teaching specific topics. (addressed & assessed)

2.Select manipulatives, physical models, and other classroom teaching tools for teaching specific topics. (addressed & assessed)

3.Identify a variety of methods for assessing scientific knowledge, including analyzing student thinking processes to determine strengths and weaknesses. (addressed & assessed)

Sec. 60. S & T. [21. Knowledge of the nature of matter] addressed

1. Identify the fundamental physical properties of matter (e.g., mass, volume). 2. Compare physical and chemical changes (e.g., cutting, burning, rusting).

41 3. Compare the characteristics of elements, compounds, and mixtures. 4. Compare the physical properties of solids, liquids, and gases (e.g., mass, volume, color, texture, hardness, temperature). 5. Compare the properties of liquids during phase change through heating and cooling (e.g., boiling, melting, freezing, evaporation, condensation). 6. Demonstrate knowledge that all matter is composed of parts too small to be seen (e.g., electrons, protons, neutrons).

7. Sec. 60. S & T. [22 Knowledge of forces, motion, and energy] addressed

1. Demonstrate knowledge of temperature, heat, and heat transfer. 2. Identify the types and characteristics of contact forces (e.g., pushes and pulls, friction) and at-a-distance forces (e.g., magnetic, gravitational, electrostatic). 3. Apply knowledge of light and optics to practical applications (i.e., reflection, refraction, diffusion). 4. Apply knowledge of electrical currents, circuits, conductors, insulators, and static electricity to real-world situations. 5. Distinguish between different types of energy (e.g., chemical, electrical, mechanical, electromagnetic, heat, light, sound, solar) and their characteristics as they apply to real-world situations. 6. Apply knowledge of the ability of energy to cause motion or create change. 7. Demonstrate knowledge that electrical energy can be transformed into heat, light, mechanical, and sound energy. 8. Demonstrate knowledge of potential and kinetic energy. 9. Demonstrate knowledge that motion of all matter can be changed by forces, observed, described, and measured. Differentiate between balanced and unbalanced forces and how they affect objects.

Sec. 60. S & T. [23 Knowledge of Earth and space] addressed

1. Identify characteristics of geologic formations (e.g., volcanoes, canyons, mountains) and the mechanisms by which they are changed (e.g., physical and chemical weathering, erosion, plate 42 tectonics). 2. Identify the characteristics of soil and the process of soil formation. 3. Identify the major groups and properties of rocks and minerals, examples of each, and the processes of their formation. 4. Identify ways in which land, air, and water interact (e.g., soil absorption, runoff, water cycle, atmospheric conditions, weather patterns). 5. Differentiate between radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth's system. 6. Identify the components of Earth's solar system and compare their individual characteristics. 7. Demonstrate knowledge of Earth's place in our changing universe (e.g., history and purposes of space exploration, vastness of space). 8. Demonstrate knowledge of the phases of the Moon and the Moon's effect on Earth. 9. Identify Earth's tilt and orbital pattern and how they determine the seasons. 10. Analyze various conservation methods and their effectiveness in relation to renewable and nonrenewable natural resources. 11. Identify the sun as a star and its effect on Earth (e.g., radiant energy, heat, light).

26 K Sec. 60. S & T. [26. Knowledge of the relationship of science and technology] addressed

1. Identify the interrelationship of science and technology. 2. Identify the tools and techniques of science and technology used for data collection and problem solving. 3. Identify ways in which technology can be used by students to represent understanding of science concepts.

43 UCC NA

Additional Elements of the Uniform Core Curriculum ESOL NA

Taskstream Rubric for Assignment 1, Assignment 2, and Assignment 3: Description, rationale, and selected artifacts related to how your science-based experiences relate to the following Florida Educator Accomplished Practices: (a).3.c. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to: Identify gaps in students' subject matter knowledge; (a).3.d. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to modify instruction to respond to preconceptions and/or misconceptions; and (b).1.a. Continuous Improvement, Responsibility and Ethics. The effective educator consistently designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs.

SCE 4310 Content and Methods of Teaching Elementary Science – Assignment 1: FEAP (a).3.c. & Assignment 2: FEAP (a).3.d. /ESOL 4.1a & Assignment 3: FEAP (b).1.a. Levels/Criteri Mastery (3 points) Proficient (2 points) Limited (1 point) Score/Leve a l Critical Task Candidate demonstrates Candidate demonstrates Candidate demonstrates Assignment 1. The fully developed deep and near fully developed and limited development of a effective educator comprehensive knowledge comprehensive knowledge comprehensive knowledge consistently utilizes a of selected concepts in of selected concepts in of selected concepts in deep and comprehensive science to identify gaps in science to identify gaps in science to identify gaps in knowledge of the students’ subject matter students’ subject matter students’ subject matter subject taught to knowledge (grades K-5) via knowledge (grades K-5) via knowledge (grades K-5) via identify gaps in interviewing children, interviewing children, interviewing children, students’ subject researching science researching science researching science matter knowledge. concepts and planning an concepts and planning an concepts and planning an FEAP (a).3.c. inquiry-based science lesson inquiry-based science lesson inquiry-based science lesson including description of including description of including description of Instructional science-based experience science-based experience science-based experience Delivery and with dates and times of the with dates and times of the with dates and times of the Facilitation. The visit(s) to assigned field visit(s) to assigned field visit(s) to assigned field effective educator school and a very in-depth school and a somewhat in- school and a partial consistently utilizes complete synthesis of the depth synthesis of the synthesis of the following 44 a deep and following components: following components: components: written list of comprehensive written list of applicable written list of applicable applicable NGSSS knowledge of the NGSSS benchmarks to the NGSSS benchmarks to the benchmarks to the science subject taught to science concept(s)/idea(s); science concept(s)/idea(s); concept(s)/idea(s); identify gaps in students’ subject understanding of a understanding of a understanding of a matter knowledge. conceptual conceptual conceptual framework/model/flow framework/model/flow framework/model/flow related to selected related to selected related to selected concept(s); process and concept(s); process and concept(s); process and application of student application of student application of student interview strategies; and interview strategies; and interview strategies; and understanding and capability understanding and capability understanding and capability to lesson plan related to K-6 to lesson plan related to K-6 to lesson plan related to K-6 level students’ conceptual level students’ conceptual level students’ conceptual understandings in science. understandings in science. understandings in science.

Critical Task Candidate demonstrates Candidate demonstrates Candidate demonstrates comprehensive knowledge nearly fully developed limited development of Assignment 1. of life science concepts. knowledge of life science. knowledge of life science. Candidate demonstrates Sec. 60. S & T. [24. Knowledge of life science].

Critical Task Candidate demonstrates Candidate demonstrates Candidate demonstrates comprehensive knowledge nearly fully developed limited development of Assignment 1. of the nature of science. knowledge of the nature of knowledge of the nature of Candidate science. science. demonstrates knowledge of Sec. 60. S & T. [25. Knowledge of the Nature of Science].

Critical Task Candidate demonstrates Candidate demonstrates Candidate demonstrates Assignment 2. The fully developed deep and near fully developed and limited development of a effective educator comprehensive knowledge comprehensive knowledge comprehensive knowledge consistently utilizes a of selected concepts in of selected concepts in of selected concepts in deep and comprehensive science to identify gaps in science to identify gaps in science to identify gaps in knowledge of the students’ subject matter students’ subject matter students’ subject matter subject taught to knowledge (grades K-5) via knowledge (grades K-5) via knowledge (grades K-5) via identify gaps in written lesson plan, and written lesson plan, and written lesson plan, and 45 students’ subject delivery/reflection/assessme delivery/reflection/assessme delivery/reflection/assessme matter knowledge. nt of an inquiry-based nt of an inquiry-based nt of an inquiry-based FEAP (a).3.d. science lesson including science lesson including science lesson including description of science-based description of science-based description of science-based Instructional experience with dates and experience with dates and experience with dates and Delivery and times of the visit(s) to times of the visit(s) to times of the visit(s) to Facilitation. The assigned field school and a assigned field school and a assigned field school effective educator very in-depth complete somewhat in-depth synthesis description of science-based consistently utilizes a deep and synthesis of the following of the following components: experience with dates and comprehensive components: written list of written list of applicable times of the visit(s) to knowledge of the applicable NGSSS NGSSS benchmarks to the assigned field school and a subject taught to benchmarks to the science science concept(s)/idea(s); partial synthesis of the identify gaps in concept(s)/idea(s); understanding of a following components: students’ subject understanding of a conceptual written list of applicable matter knowledge. conceptual framework/model/flow NGSSS benchmarks to the framework/model/flow related to selected science concept(s)/idea(s); related to selected concept(s); process and understanding of a concept(s); process and application of student conceptual application of student interview strategies; and framework/model/flow interview strategies; and understanding and capability related to selected understanding and capability to lesson plan related to K-5 concept(s); process and to lesson plan related to K-5 level students’ conceptual application of student level students’ conceptual understandings in science. interview strategies; and understandings in science. understanding and capability to lesson plan related to K-5 level students’ conceptual understandings in science. Critical Task Candidate demonstrates Candidate demonstrates Candidate demonstrates comprehensive knowledge nearly fully developed limited development of Assignment 2. of life science concepts. knowledge of life science. knowledge of life science. Candidate demonstrates Sec. 60. S & T. [24. Knowledge of life science].

Critical Task Candidate demonstrates Candidate demonstrates Candidate demonstrates comprehensive knowledge nearly fully developed limited development of Assignment 2. of instruction and knowledge of instruction and knowledge of instruction and Candidate assessment. assessment. assessment. demonstrates Sec. 60. S & T. [27. Knowledge of instruction and assessment].

46 Critical Task Candidate demonstrates Candidate demonstrates near Candidate demonstrates limited comprehensive knowledge in fully developed knowledge in knowledge in plan for instruction Assignment 2. plan for instruction that embeds plan for instruction that embeds that embeds assessment, includes ESOL 4.1e Plan for assessment, includes scaffolding, assessment, includes scaffolding, scaffolding, and provides re- and provides re-teaching when and provides re-teaching when teaching when necessary for instruction that necessary for individuals and small necessary for individuals and small individuals and small groups to embeds assessment, groups to successfully meet English groups to successfully meet English successfully meet English language includes scaffolding, language and literacy learning language and literacy learning and literacy learning objectives. objectives. objectives. and provides re- teaching when necessary for individuals and small groups to successfully meet English language and literacy learning objectives.

Critical Task Candidate created a Professional Candidate created a Professional Candidate created a Professional Assignment 3. Development Plan and Portfolio, Development Plan and Portfolio, Development Plan and Portfolio, The effective containing six major categories of containing six major categories of containing six major categories of educator science education: content science education: content science education: content knowledge, content pedagogy, knowledge, content pedagogy, knowledge, content pedagogy, consistently technology skills, management technology skills, management technology skills, management designs purposeful skills, impact on student learning, skills, impact on student learning, skills, impact on student learning, professional goals and communication skills, and communication skills, and communication skills, to strengthen the demonstrating excellent evidence demonstrating fairly good evidence demonstrating limited evidence for effectiveness of for each goal statement that links for each goal statement that links each goal statement that links back instruction based back and supports strengthening of back and supports strengthening of and supports strengthening of on students’ needs knowledge, skills, & dispositions knowledge, skills, & dispositions knowledge, skills, & dispositions FEAP (b).1.a. and progress toward those goals. and progress toward those goals. and progress toward those goals. . Critical Task Candidate demonstrates Candidate demonstrates Candidate demonstrates comprehensive knowledge nearly fully developed limited development of Assignment 3. of life science concepts. knowledge of life science. knowledge of life science. Candidate demonstrates Sec. 60. S & T. [24. Knowledge of life science].

Critical Task Candidate demonstrates Candidate demonstrates Candidate demonstrates comprehensive knowledge nearly fully developed limited development of Assignment 3. of instruction and knowledge of instruction and knowledge of instruction and Candidate assessment. assessment. assessment. demonstrates Sec. 60. S & T. [27. Knowledge of

47 instruction and assessment].

Critical Task Candidate demonstrates a Candidate demonstrates a Candidate demonstrates a comprehensive and comprehensive and good set limited set of professional Assignment 3. exemplary set of of professional development Candidate professional development development activities/plan, written with demonstrates activities/plan, written with activities/plan, written with applicable science organization of applicable NGSSS applicable NGSSS concept(s)/idea(s). benchmarks to the science benchmarks to the science professional concept(s)/idea(s). concept(s)/idea(s). development activities/planning for Sec. 60. S & T. [21. Knowledge of nature of matter], [22. Knowledge of forces, motion, and energy], [23. Nature of Earth ans Space], and [26. Knowledge of the relationship of science and technology.]