SCED 352 Syllabus
Science for Secondary Teachers
Course Meetings
MWF, 9:00 AM – 9:50 AM, Chichester 109
Contact Information
Instructor:
Suzanne M. Donnelly
Course Number:
SCED 352
Semester:
Fall 2011
Campus Address: Longwood University, Chichester Science Center, 206
E-mail:
donnellysm@longwood.edu
Office Hours:
Mondays and Wednesdays, 1:00 – 3:00
Tuesdays, 9:45 – 10:45
Fridays, 11:00 – 1:00
Or by appointment
Required materials
1. Yager, R.E. (2005). Exemplary Science in Grades 9-12: Standards-based
Success Stories. Arlington, VA: NSTA Press.
ISBN: 0-87355-257-1
2. Membership to Virginia Association of Science Teachers (VAST)
www.vast.org (membership rate: $25.00)
Course Catalog Description for SCED 352
Science for Secondary Teachers: “A comprehensive methods course for
teaching the sciences in middle or high school. Based on national and state
teaching standards. Individual science research completed. Professional growth
developed through analyses of professional journal readings and attendance at
state science teacher conference. Lesson plans writing skill. Science journaling
and hands-on activities.”
Course Overview
Welcome to SCED 352, Secondary Science Methods. I'm Dr. Suzanne Donnelly,
the instructor for this course. I'm excited you're here!
This course is intended to survey basic middle school or secondary science
methods, as well as support your growth as an education and science
professional. Throughout this course, you will be challenged to put together your
knowledge of how students learn with your expertise in science in order to design
and implement cohesive lessons and unit plans which optimize assessable
student learning in creative, multimodal ways.
Course Objectives
This course allows you to practice the skills required to develop, implement,
assess, and reflect upon science instruction in your own middle or secondary
school classroom. I use the word practice very intentionally—we are all “works in
progress” as educators, and no single class could prepare you with everything
you need to know to effectively communicate science ideas to learners to ensure
their understanding. This course is designed to provide you with the basic
methods you will need to get started in your career as a science educator, and
the tools you need to reflect upon and improve your teaching.
The material presented in this course is divided into three main sections: (1)
Developing Curricular Planning Skills in Science Education, (2) Assessing
Student Learning, and (3) Practicing Instructional Skills, Techniques, and
Reflection.
Developing Curricular Planning Skills in Science Education
Upon completion of this course you will be able to:
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create basic lesson plans by defining educational goals, aims, objectives,
and essential questions
design and incorporate multiple representations of science ideas into your
lessons to enhance student understanding
design and create frameworks for unit planning and curriculum crosswalks
evaluate curricular materials created by others
Since this course is only a semester long, we won't be able to explore all science
topics contained in the SOLs, but after this class it is my hope that you will feel
more confident in evaluating all types of science curriculum.
Assessing Student Learning
Upon completion of this course you will be able to:
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develop strategies to assess science learning in middle and secondary
students using multiple modes of assessment
discern the appropriateness of assessment techniques with respect to the
educational aims, goals, and objectives you have defined
identify which modes of assessment are most in keeping with your
teaching style
Practicing Instructional Skills, Techniques, and Reflection
Upon completion of this course you will be able to:
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practice your instructional skills by implementing lesson plans you have
developed
recognize the relationship between instruction and reflection, and develop
reflection skills
practice giving constructive feedback to other educators
Attendance
Class attendance is required, and participation accounts for a large portion of
your grade. Attendance will be taken at each class session via a sign-in sheet.
Per college policy, if you fail to attend 25% of the scheduled class meetings
(lectures and labs combined) you will receive a final grade of an F for the course
(excused or unexcused absences).
Course Learning Activities
Written assignments
I will provide instructions for all assignments that you are expected to submit to
me in class each day, as well as online. Some course activities will include:
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construction of tables based on readings
concept mapping
answering questions posed based on observations
generating original lesson plans, unit plans, and assessments
creating written reflections following instructional scenarios
generating written feedback on classmates’ instructional scenarios
attending a state-wide conference for science educators (to be discussed)
Course Readings
1. Everything we discuss will be rooted in the National Science Education
Standards (NSES), from which the Virginia Science Standards of Learning were
created. Please take the time to look over the NSES and the SOLs for your area
and grade level of interest. They can be found at:
a. http://www.nap.edu/readingroom/books/nses/
b.http://www.doe.virginia.gov/testing/sol/standards_docs/science/review.s
html
There's a lot of information contained therein-- it may be best to read a little at a
time. Be sure that you look at the 2010 SOLs that are currently being
implemented during this academic year, and will take full effect during the
2012-2013 school year.
2. Some of our readings in the course will come from the course textbook.
3. Other readings will be provided in class, online, or will be found on your own
based on your interest. Online documents I provide will be given in weblink
format, or .pdf, Powerpoint, or MS Word attachments found on the Blackboard
site for the course.
How You Will Be Evaluated
The course is graded out of a total of 200 points. The breakdown of grading
in the course is as follows:
1. Written lesson plans, including assessment strategies [25 points]
2. Preparation and presentation of your mini-lessons throughout the course of the
semester [50 points]
3. Class participation, including written feedback provided to classmates
following their lesson presentations. Your class participation will be scored on a
0-4 point scale each day, and your total will be scaled to account for 25 points of
your final grade [25 points]
0 points – absent from class, or no participation
1 point – very little participation, or participation only when asked
2 points – average participation
3 points – good participation in activities and discussions
4 points – outstanding participation
4. Written analysis of science education research journal articles (submitted with
unit plans) [25 points]
5. Final project: Comprehensive unit plan, including curriculum crosswalk with
citations, plans for a minimum of five lessons, and presentation to class [75
points]
All assignments will be described in detail later. Due dates are firm unless you
provide an appropriate excuse, in which case an extension may be granted (in
accordance with university policy). Late assignments will not be accepted unless
we have discussed arrangements prior to the assignment due date.
.Final course grades will be assigned as a follows:
>184 (A)
176 – 183 (A-)
170 – 175 (B+)
160 – 174 (B)
154 – 159 (B-)
150 – 153 (C+)
140 – 149 (C)
130 – 139 (D)
<130 or more than 25% absences (F)
My Expectations
Aside from completing all assignments to the best of your ability, turning work in
on time, and other such logistical issues, my greatest expectation is that you
approach this course with an open mind.
If you are committed to developing your science and teaching skills, are
motivated to learn, participate in class discussions, make a genuine effort to
come up with thoughtful and creative ways to introduce science ideas to your
students, and put time into completing your assignments, you will be successful
in this course. I don't believe in just handing out A's to everyone. You earn your
grade. That being said, I wish you all nothing but success, and if there's anything
I can do to help you this semester or beyond, don't hesitate to contact me.
Course Schedule
Please note: This is a tentative schedule and it may be edited as the course
progresses. When I make a change, I will mention it in class to give you enough
time to adjust, as well as post an announcement on Blackboard. Be sure to
check the Blackboard site often for course announcements.
Week/Dates
1: 8/22 – 8/26
2: 8/29 – 9/2
3: 9/5 – 9/9
(no class on
9/5)
Topic
Readings Due
Course
1.Instructional
Introduction/Fundamental coherence:
tenets of science
The changing
teaching and learning
role of the
teacher
2. Teacher
development:
roles of domain
expertise and
pedagogical
knowledge
Educational philosophies 1. Refresh
and their impact on
yourselves on
science instruction
educational
philosophies
(review)
Lesson planning basics:
Developing lesson
planning skills
1. Your lesson
planning
models
Assignments
1. Take Four
Families and TPI
surveys online (by
8/29)
2. Take STEBI-B
(bring to class on
8/31)
1. Locate a
minimum of three
independent
models for lesson
planning (print and
4: 9/12 – 9/16
Lesson planning (cont’d):
Scaffolding Inquiry and
Problem-based learning
5: 9/19 – 9/23
Assessing science
learning in students
bring to class on
9/7)
1. Lesson
1. Design a PBL
planning
unit for secondary
models (yours, students
and on BB)
incorporating
2. PBL articles science topics of
(on BB)
your choice
2. Come to class
prepared to
present your unit
plan idea on 9/16
1. NSES/SOLs for 1. Design an
a topic of your
assessment for a
choice
science topic of
2. Selected
your choice across
readings from
Abell & Volkmann, three different
grade levels (bring
Seamless
Assessment in
to class on 9/23)
Science (Chs. 1 &
2)
6: 9/26 – 9/30
7: 10/3 – 10/7
8: 10/10 –
10/14
(no class on
10/10)
9: 10/17 –
10/21
Basics of science
education
pedagogy/Reflective
practice/Introduction of
mini-lesson project
Presentation of minilessons (20 mins each)
Presentation of minilessons (20 mins each)
1. Tools for developing a
cohesive
curriculum/Development
1. Work on first
mini-lesson plans
(due on 10/3)
1. Ball &
Cohen,
Developing
Practice,
Developing
Practitioners
1. Readings
from
Exemplary
Science (Chs.
4, 8, 9)
2. Selected
readings from
Science for All
Americans
(Ch. 13)
1. Selected
readings from
Designs for
1. Compose written
feedback for
presenters (due
online by 10/12)
2. Work on written
mini-lesson
reflections
1. Written minilesson reflections
(due on 10/14)
2. Work on second
cycle mini-lessons
(15 mins each)
1. Begin thinking
about topics for
your unit plan
10: 10/24 –
10/28
11: 10/31 –
11/4
12: 11/7 –
11/11
of the NSES/ Introduction
of unit planning project
2. 15-min lesson
presentations on 10/21
1. Tools for developing a
cohesive curriculum
(cont’d)
2. 15-min lesson
presentations on 10/28
1. Staying current with
science education
scholarship
2. Presentation on library
research on 11/3
3. 15-min lesson
presentations on 11/4
1. Improving pedagogy in
the classroom
2. 15-min lesson
presentations on 11/11
13: 11/14 –
11/18
(no class on
11/16 or
11/18—VAST
conference)
1.15-min lesson
presentations on 11/14
14: 11/21 –
11/25
(no class on
11/24 or
11/26)
Debrief and reflect on
VAST/unit planning
experience
2. VAST conference
(11/18-11/19, Roanoke,
VA)
Science
2. Draft your
Literacy (Ch. 8) teaching/curriculum
philosophy for your
unit plan
1. Selected
1. Work on unit
readings from
plan framework
Ornstein &
2. Work on
Hunkins,
curriculum
Curriculum
crosswalk for unit
plan
3. Work on third
cycle mini-lessons
(15 mins each)
1. Selected
1. Locate scholarly
JRST readings science education
research articles
for your unit plans
1. Selected
readings from
Exemplary
Science (Chs.
6, 10)
2. Excerpt from
Science
Instruction in
the Middle and
Secondary
Schools (Ch 5)
1. Science
education
research
articles
selected for
your unit plan
2. Resources
required to
complete your
unit plan
1. Work on
developing
individual lessons
for unit plan
1. Create
curriculum
crosswalks
3. Develop
assessments for
lessons
3. Wrap up unit
plans
1. All unit plans are
due on 11/22
15: 11/28 –
12/2
1.15-min lesson
presentations on 11/28
2.Unit plan
presentations/Course
evaluations
Culmination:
1. Compose written
feedback for each
presenter (due by
12/6)
2. Compose written
reflection on your
unit planning and
presentation
experience (due by
12/6)
Honor Code Policy
Instructors strongly support the Longwood Honor Code.
The pledge states: “I have neither given nor received help on this work, nor am I
aware of any infractions of the Honor Code.”
Students should pledge all work. Any infractions of the Honor Code will be
reported to the Honor Board and appropriate actions will be taken.
Special Accommodations
Anyone needing special assistance should contact me at the start of the course.
Please provide me with a letter from the Office of Disability Resources outlining
your accommodations and I will be happy to discuss any adaptations required.
All students are also encouraged to take advantage of the special help provided
by the Longwood Academic Support Center.