Maintenance BLOOMSBURG UNIVERSITY
BLOOMSBURG, PENNSYLVANIA
COURSE SYLLABUS: Teaching Mid-Level Science and Mathematics
ELEM ED 351 T-TR 9:30-10:45 Fall 2016
Instructor: Frank D’Angelo
Office: McCormick 2219
Phone: 570-389-4812
Email: fdangelo@bloomu.edu
Office Hours:
Tuesdays & Thursdays – 7:00am to 8:00am and 10:45am and 11:00am
There is a sign up sheet to the LEFT of my office door to allow for
scheduling.
Course Objective:
This course will offer an approach to curriculum in which mathematics and
science content which are developmentally appropriate for middle level
learning consistent with AMLE Standards; skills and methods of instruction
are integrated. Particular attention will be given to creative, integrated
activities and learning situations that range from individual inquiry to group
interactions. All NCTM Content and Process Standards and NSTA Sciences
Areas will permeate both class discussions and assignments. Additionally,
Common Core Standards will be integrated into all aspects of the course.
Recommended Textbook:
Columba, L., et al., (2009, 2nd ed.). The Power of Picture Books in Teaching
Math, Science & Social Studies. Scottsdale, Arizona: Holcomb Hathaway.
(ISBN# 978-189-087-1925)
Course Outline:
Week 1, August 29th — September 2nd, 2016
Topics: Overview of the principles and standards for teaching mid-level science and
mathematics
NCTM Content & Process Standards
Pennsylvania Academic Standards for Mathematics (www.pde.state.pa .us)
Review of Pennsylvania’s Standards Aligned System (SAS) and Common Core
Standards (CCSS)
Week 2, September 6th — September 9th, 2016
Topics: The Magical World of Picture Books
Mathematics and Science: Learning Through Integration
Discuss Teaching Demonstrations in detail
Week 3, September 12th — September 16th, 2016
Topic: Mathematics, Science, and Social Studies (when appropriate): Learning Through
Integration (Your five minute ideas…remember to discuss during the Week of 9/5/2016.)
Week 4, September 19th — September 23rd, 2016
Topic: Making Literacy Connections
Teaching Demonstrations & Related Lesson Plan – 5-minute ideas
Week 5, September 26th — September 30th, 2016
Topic: Meeting Mathematics and Science Standards
Teaching Demonstrations & Related Lesson Plan – 5-minute ideas
Week 6, October 3rd — October 7th, 2016
Topic: Meeting Mathematics and Science Standards
Teaching Demonstrations & Related Lesson Plan – 5-minute ideas
Week 7, October 10th — October 14th, 2016
Topic: Getting Started in Your Classroom
Teaching Demonstrations & Related Lesson Plan – 5-minute ideas
Week 8, October 17th — October 21st, 2016
Topic: Discovering Mathematics and Science
Teaching Demonstrations & Related Lesson Plan
Week 9, October 24th — October 28th, 2016
Topic: Discovering Mathematics and Science
Teaching Demonstrations & Related Lesson Plan
Week 10, October 31st — November 4th, 2016
Topic: Discovering Mathematics and Science
Teaching Demonstrations & Related Lesson Plan
Week 11, November 7th — November 11th, 2016
Topic: Discovering Mathematics and Science
Teaching Demonstrations & Related Lesson Plan
Week 12, November 14th — November 18th, 2016
Topic: Discovering Mathematics and Science
Teaching Demonstrations & Related Lesson Plan
November 21st – November 25th, 2016 — Thanksgiving Break
Week 13, November 28th — December 2nd, 2016
Topic: Discovering Mathematics and Science
Teaching Demonstrations & Related Lesson Plan
Week 14, December 5th — December 9th, 2016
Topic: Discovering Mathematics and Science
Teaching Demonstrations & Related Lesson Plan
(Fall Classes End Friday, December 9, 2016)
Finals Examination, December 14, 2016 at 8:00am
Unit Plan will be submitted via BOLT
An additional NON-GRADED component of this course is 7.5 hours of classroom
observation in a related content area. Documentation is necessary and will be discussed in
the first week of class. Note:Thisscheduleissubjecttochangeuponthediscretionoftheinstructor.
THEINSTRUCTORRESERVESTHERIGHTTOALTERTHESYLLABUSBASEDONHIS
DISCRETION.
CourseAssessments
Assessment
Attendance/Participation
MathLessonPlan
ScienceLessonPlan
TeachingDemonstrations
FinalProject
DueDate
Ongoing
Dueondateof
presentation
Points
100
100
Dueondateof
presentation
100
SeeSign-upSheet
12/14/16
200
100
600Total
Points
Final Project: Lesson Plan Revisions or POSSIBLE university related
activity depending on scheduling.
Final Grade Distribution
A = 578 – 600 points
A- = 555 – 577 points
B+ = 532 – 554 points
B = 509 – 531 points
B- = 486 – 508 points
C+ = 463 – 485 points
C = 440 – 462 points
C- = 419 – 439 points
D = 400 – 418 points
F = Below 400 points
ClassParticipationScoringRubric
*Class
Attendance
25points
20points 10points
Studenthas
perfect
attendance
Studenthasno
morethanone
absence.
Studentisnever
latetoclass.
Studentislate
nomorethan
twicea
semester.
Studentis
frequentlylate
(atleastoncea
week).
Punctuality
Preparedness
Studentalways
hasmaterials
andassignments
requiredfor
class.
Participation
&Interest
Studentalways
voluntarily
makes
commentsand
answers
questionsin
class.
Studenthastwo
absencesduring
thesemester.
Studentusually
hasrequired
materialsand
assignments.
5points
Studenthas
missedmore
thanthree
classes.
Studentis
almostalways
latetoclass.
Studentrarely Studentdoesnot
bringsrequired
haverequired
coursematerials. coursematerials.
Assignmentsare Assignmentsare
sometimeslate.
poorlydoneor
late.
Studentusually
volunteersin
class.
Studentshows
littleinterestin
Student
classtopic
sometimes
and/orrarelyhas
makes
anythingto
commentsand
contributeto
answers
classdiscussions.
questionsin
Studentis
class.Studentis
frequentlyoff
attimesoff-task.
task.
*Anyonewhoiscaughtusingacellphoneinclass(texting,checkinge-mail,playing
games,reviewingpersonalplanner,etc.)willbeimmediatelyaskedtoleavetheclass.
A30-pointreductionfromtheirparticipationgradeperinstancewillresult.
Remember–ThisisagradeforattendanceandPARTICIPATION.Merelybeingatclass
isinsufficientasitappliestoparticipation.
LateAssignmentComponent:Lateassignmentswillnotbeacceptedandnocreditwill
beissued.
ScoringofLessonPlan&UnitPlanAssignments
Duringthefirstweekofthesemester,informationabouttherequirementsandscoring
proceduresforthelessonplanunitassignmentswillbeexplained.SeeBOLT.
BloomsburgUniversity–CollegeofEducation
ConceptualFrameworkandProfessionalDispositions
ThemissionofBloomsburgUniversity’sCollegeofEducationistoprepareethical
educationalprofessionalswhoareempoweredtoassessthedevelopmentandfacilitate
thegrowthofalllearnerstosucceedandleadinourdiverseandtechnologically
complexworld;andtoserveasaresourcetotheregion.TheCollegeofEducation
believesthateffectiveeducationalprofessionalsapplytheirknowledge,skillsand
dispositionsto:1)plancoherentpracticeandpedagogy,2)createinclusive
environmentsconducivetooptimallearning,3)ensureeffectiveinstructionand
assessmentand4)exhibitprofessionalism.
AkeycomponentoftheCollegeofEducation’sConceptualFrameworkisthatof
ProfessionalDispositions.ProfessionalDispositionsarecomprisedofprofessional
attitudes,valuesandbeliefsdemonstratedthroughbothverbalandnon-verbal
behaviorsaseducatorsinteractwithstudents,families,colleaguesandcommunities.
Thesepositivebehaviorssupportstudentlearninganddevelopment.Candidateswithin
theCollegeofEducationwilldevelopanddemonstratethefollowingprofessional
dispositionsonaconsistentbasis:1)upholdprofessionalandethicalstandards,2)
embracediversity,3)engageincollaborativeendeavors,4)reflectandproblem-solve
and5)valuelife-longlearning.Additionalinformationmaybeobtainedregardingthe
CollegeofEducation’sConceptualFrameworkthroughfacultyand/ortheDean’soffice
withintheCollegeofEducation.