DEPARTMENTAL SYLLABUS: TE 443 Lake Superior State University Education Department

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DEPARTMENTAL SYLLABUS: TE 443
Lake Superior State University
Education Department
TE 443
Course No.
Secondary Science Methods
Course Title
(3 lecture, 0 lab) 3 credits
Credit
Catalog Course Description:
TE 443 Content Area Methods for Secondary Teachers -- Science (3,0) = 3
Curriculum, objectives, content, materials, organization, methods and assessment of teaching natural
science subject matter to diverse learners. Students use national and state standards and benchmarks
in planning instruction and assessment. Integrated technology component. Fieldwork required.
Prerequisite: TE 301 and admission to teacher education program
Instructor Information:
Dr. David Myton, Chair School of Education, Assoc Prof Chemistry & Education
[email protected] Office: STH 324 Phone: 635-2349 website at http://education.lssu.edu/myton
Required Texts:
Science Instruction in Middle and Secondary Schools. 5th (2002)
Chiapetta, Koballa & Collette, Prentice Hall/Merrill: Englewood Cliffs, NJ.
Recommended Resources:
State Council of State Science Supervisors:
http://www.csss-science.org/safety.shtml
http://www.csss-science.org/downloads/scisafe.pdf
(added July 2006)
The First Days of School: How to be an effective teacher Harry K. Wong & Rosemary T. Wong
1998. Harry Wong Publications, Mountain View, CA www.effectiveteaching.com
Michigan K-12 Curriculum and Standards
Michigan Teacher Network http://mtn.merit.edu
MEAP http://www.meritaward.state.mi.us/mma/meap.htm
MI CLiMB Science, Michigan Science Benchmark Clarification http://www.miclimbscience.org/
http://www.eup.k12.mi.us/eupisd/mathscience/math/mathgenII.html
http://www.eup.k12.mi.us/eupisd/mathscience/science/Maser.html
Michigan Department of Education www.michigan.gov/mde
Follow the links at the Left for “Educators” then “Professional Preparation” then “Preparation
Programs – Standards/Approval Process” There you will find “Standards for Teacher Preparation”
and “Standards for Specialty Programs” – links to documents defining content standards for the
preparation of pre-service teachers.
Grading: All course work should be consistent with normal expectations for pre-service professional
educators. Submissions should be correct in grammar and spelling as well as correct in science content,
concepts and relationships. All written assignments completed outside of class must be typed, using
normal font and spacing (<13 pt, double spacing, one inch margins. Evaluation and grading will be based on
your performance on assigned tasks. Each performance may have several traits evaluated according to a
specific evaluation standard or rubric. A generalized rubric is provided below (the following rubric, and many
of the assignment specific rubrics are by Ted Singletary, Boise State University).
TE443 Secondary Science Methods
Spring Semester 2005
Lake Superior State University
Dr. David Myton
Work which transcends class presentations; highly creative, novel, skillful with
clear communication and reasoning based on solid evidence.
Highly High levels of understanding and thoroughness are evident with rare lapses,
Competent unclear reasoning or insufficient evidence.
Adequate performance with acceptable thoroughness; minor flaws that do not
Competent
seriously detract from overall quality or unclear communication
Developing Some understanding evident but work is not thorough or has frequent lapses,
especially in communication, reasoning and evidence or resources.
Skills
Beginning Disorganized attempts with serious errors or misrepresentations based on limited
information or reasoning.
Skills
Not Evident No attempt or merely re-copying information.
5 Exemplary
4
3
2
1
0
STAGE 1: DESIRED RESULTS
Understandings: Pre-service teachers will understand the importance of scientific literacy for the
development of an informed public, and be effective in facilitating student-centered and structured learning
environments to communicate science concepts.
Essential Concepts: How do I plan for science literacy in my classroom? How can I help all students learn
science?
Knowledge and Skills: By the successful completion of this course course, pre-service teachers will:
a. explain the important of teaching science to all students (Entry Level Standards – ELS 1)
b. plan instruction to create learning environments supportive of all students and conducive to a safe and
orderly learning environment (ELS 2)
c. write lesson plans and develop units for secondary students using direct, cooperative, and inquiry modes
of instruction (ELS 4)
d. explain and use the national and state standards from content areas (ELS 3)
e. explain and demonstrate the interrelationships among lesson objectives, standards, and assessment (ELS
5)
f. be familiar with current journals for teaching science (ELS 5)
g. demonstrate knowledge of various communities in which you are a member (ELS 6)
h. demonstrate technological literacy through use of appropriate technologies in the teaching and learning of
science. (ELS 7)
i. Demonstrate a professional attitude consistent with a successful collegial practicing science educator with
a commitment to the development of scientific literacy in your students. (ELS 7)
STAGE 2: ASSESSMENT EVIDENCE
Demonstrating Professionalism (10%):
You will be expected to demonstrate a professional commitment to the course by attendance at each class
session, fulfilling class assignments on time, participating fully on in-class activities as both a leader and
participant. You are expected to make contributions based on past experiences and their daily reading
assignments, class activities and reflection on classroom field experiences. You will participate during class
sessions through leading activities and discussions, participating in activities and demonstrations, and peerbased literature reviews, presentations, and practice teaching experiences. (ELS 7 and professional
dispositions)
Traits
Attendance &
Timeliness
TE443 Secondary Science Methods
Spring Semester 2005
Participation
Responsibility
Cooperation &
Leadership
Lake Superior State University
Dr. David Myton
Takes responsibility
Solves problems
for own learning and
collaboratively seeks perspectives
sometimes as a
and knowledge
leader; solicits
beyond
involvement by all in
requirements;
group work
follows directions.
Misses classes
Takes some steps to
Occasionally
Participates in
infrequently,
further own learning;
volunteers
comments
cooperative efforts in
4
infrequently tardy,
shows interest in
or questions often
a variety of roles;
Highly
no more than one
subject beyond
based solely on text
respects others'
Competent
late assignment
requirements; most
material
contributions
directions followed
Performs course
Consistently
Works cooperatively
Misses no more than
requirements
attentive during class
when directed; rarely
3
1 class and has few
competently without
with occasional
leads or initiates
Competent
late assignments
evident interest or
positive comments
solutions
disinterest
Misses classes with
Occasionally
Not always attentive
Works only with the
no prior notice,
disinterested;
during class, rarely
same colleagues;
2
several late
requires convincing
volunteers answers
adds little to
Developing
assignments or
or coaxing before
or asks course
cooperative efforts
Skills
frequently tardy or
any activity or
related questions
and never leads
leaves early
assignment
Frequently
Attends every class
volunteers positive,
on –time or makes
5
well-informed
Exemplary prior arrangements;
comments and
no late assignments
questions
Often inattentive or
Misses no more than
disruptive; questions
2 classes and is
and comments
frequently tardy or
unrelated to course
leaves early
1
requirements or
Beginning
discussion
Skills
Consistently
Misses more than 2
inattentive or
classes or has
0
disruptive; rude or
Not Evident numerous late
unnecessary
assignments
comments
Consistently
disinterested;
frequently voices
negative comments
about subject
without suggestions
Is openly
antagonistic toward
group work or group
members; rarely
makes positive
contributions
Complains about
course assignments
or subject in nonproductive manner
Does not participate
in group activities or
consistently
dominates group
situations
Daily Lesson Planning (10%) (ELS 3,4,5,7)
You will compile two (2) one-day science lesson plans in one of your endorsement areas using the
Understanding by Design (UBD) lesson template (http://education.lssu.edu). At least one should include an
8-slide powerpoint or equivalent teacher resource to support the lesson (PTfT Module 8). These instructional
plans should cover an instructional period and contain sufficient detail for use without further preparation or
research, and incorporate appropriate technology. Attach the lecture notes, exercises, readings, handouts etc
needed for the lesson. The lessons may be used as a part of your unit plans, use technology to develop
assessments for each lesson (PTfT Module 5). Each student will semi-formally deliver two lessons to the
class (~20 minutes of direct instruction elements). Provide an assessment rubric for the activity using
RUBISTAR, described in Preparing Teachers for Tomorrow (PTFT http://ptft.merit.edu Module 4)
Unit Plan (25%) (ELS 3,4,5,7)
You will create a 1-2 week Unit plan for a complete unit of instruction in a secondary science course
appropriate to your area of certification. The unit plan will incorporate the UBD unit template
(http://education.lssu.edu). Overall, the unit must include at least two hands-on investigations or activities,
TE443 Secondary Science Methods
Spring Semester 2005
Lake Superior State University
Dr. David Myton
two appropriate applications of technology, one audiovisual resource selected from the REMC catalog, and
identify the key standards addressed by each of the instructional objectives. Specific suggestions for
promoting learning and success for all possible learners must also be included. Include appropriate
precautions to ensure a safe and effective educational environment, following the Council of State Science
Supervisor guidelines for equipment and chemicals.
Odds and Ends: Grading, Classroom policies, Alignment of standards (10%)
Prepare a handout detailing your classroom rules, discipline policies and consequences, safety rules, and
grading policies (late work, make-up, absences, etc), bring enough copies to distribute to the class for a
discussion. Create a table that lists the content standards for your major and minor in abbreviated form and
the course or courses at LSSU that prepared you to teach that content. Create a model of a student-authored
webpage for topic in your area (PTfT Module 7). Optional: Participate as a science fair judge for the EUPISD
regional competition, participate in the LEGO robotics competition with the EUPISD teachers, and/or
participate in family science nights.
Technology (5%)
Prepare and demonstrate a technology-based open-ended activity in the subject areas of your science
endorsement. Locate resources, design or modify a design which has the student interpret findings,
communicate results and make judgments based on evidence. Identify the K-12 standard the activity
addresses, the required safety and equipment requirements.
Journal Presentations (5%):
You will complete and present three (3) reviews of journal articles related to science instruction in your areas
of certification. You should select the readings from the full articles in professional journals (not the short
notes or letters to the editor) with an emphasis on instructional theory and applications. Real journals on
actual paper are available in the Shouldice Library, please attach a copy of the original with your summary.
Articles selected should generally stress educational theory, curriculum development, case studies, and
innovation in instruction rather than simple descriptions of activities, examples of demonstrations, or sample
lessons. Prepare a 1-2 page summary and be prepared to lead a short class presentation on the article. When
appropriate you should lead the class in the activity described or demonstrate the concept in a mock-lesson.
Biographical Poster (5%)
Prepare a lesson plan for an activity where you assign your students to prepare a poster display of a
biographical nature on a scientist (from your areas of endorsement). Create a series of overhead
transparencies, or use other appropriate instructional technology, to use in your classroom to define the
assignment, its grading rubric. Prepare a poster to model the assignment for the class. The focus should be to
emphsize the wide diversity of cultural and ethnic backgrounds of scientists (scientists other than white men
of European descent). Outline their background, scientific contributions, and information on their life to help
understand them as a whole person, and to demonstrate the interconnectedness of all science. In-class
presentations will allow each person to present their poster before they are placed on display in the school
offices. Turn In: lesson plan, poster and webpage evaluation rubric (PTfT Module 7)
Historical Timeline (5%)
Prepare a lesson plan for an activity where you assign your students to prepare an historical timeline showing
the development of a key scientific concept or principle in your area of endorsement to contemporary,
historical, technological, and societal issues. Create a series of overhead transparencies, or use other
appropriate instructional technology, to use in your class to define the assignment, and its grading rubric using
RUBISTAR (http://rubistar.4teachers.org described in Module 4). Develop a representative historical
timelines to model the assignment for the class. Turn in: a typed lesson plan (remember to identify the
standards), the instructional materials, and the sample timeline.
Field Observations (required) (ELS 1,2,3,4,5,6,7)
TE443 Secondary Science Methods
Spring Semester 2005
Lake Superior State University
Dr. David Myton
Each student must complete a minimum of 15 hours of field observations in a classroom setting appropriate to
your endorsement area(s). Use Form F-325 to log your classroom visitation time, and have your supervising
teacher complete the evaluation on page 2. Complete the “Reflective Summary” on an experience that
follows the guidelines for TE301 and higher. Forms and guidelines are available at the education website.
Field activities will be necessarily constrained by the access granted by the cooperating teacher, but the value
of the observation experience increases exponentially with your direct participation and involvement with
students. Appropriate activities include, but are not limited to, observation and reflection, assisting with
tutoring and small group function, facilitation and leadership of collaborative and group activities, coplanning/co-teaching, plan/teach, direct instruction of lecture and/or laboratory. Each class session will
include time to review your field observations from the prior week. Field experiences are evaluated using the
Entry-Level Standards for Michigan Teachers (ELSMT), which define both the standard and the required
level of proficiency in each competency.
Textbook Attests (10%)
You will provide written evidence, through either a summary or response, to your careful reading and
reflection on any ten (10) weekly reading assignments of your choosing from Science Instruction in Middle
and Secondary Schools. The chapter reviews are due in-class the week of the class discussion for that
chapter. Summaries are evaluated using the General Scoring Rubric, and are expected to be 1-2 pages in
length.
12-Jan
19-Jan
26-Jan
2-Feb
9-Feb
16-Feb
23-Feb
2-Mar
9-Mar
16-Mar
23-Mar
30-Mar
6-Apr
13-Apr
20-Apr
27-Apr
Odds & Ends
Technology
Journal
Biographical
Historical
10
25
10
5
5
5
5
12
13
14
5
6
7
8
9
10
11
1&2
3&4
15
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Final
Unit Plan
10
Textbook
Daily Plan
100
Field Obs
Professionalism
Week of:
Chapter
Final Examination (15%): Finals Week
The examination will be incorporate analysis and application of learned concepts. The exam will not rely on
regurgitation of memorized facts, however a broad recollection of the reading assignments will be helpful.
You will evaluate and discuss the meaning of and development of scientific literacy in secondary level
students in the context of the Michigan Standards and Benchmarks for science education, methods for safe
and effective science instruction at the secondary level.
10
15
x
x
x
x
x
x
x
x
x
x
x
x
x
x
The Fine Print:
TE443 Secondary Science Methods
Spring Semester 2005
Lake Superior State University
Dr. David Myton
The instructor reserves the right to adjustment the syllabus to accommodate unforeseen scheduling difficulties or to provide a
specific benefit to the students in the course The LSSU Catalog/Calendar contains a more complete description of your rights and
responsibilities as a member of the University community. In the Catalog/Calendar you will find a complete statement of our
institutional purpose, definitions of university terminology, our Equal Opportunity policy, and especially the ACADEMIC
POLICIES. NOTICE: A failing grade (F) can be assigned to students who commit acts of academic dishonesty. At the
instructor’s discretion this grade may be for the assignment or the entire course depending on the nature and severity of the
offense. Academic dishonesty includes but is not limited to cheating (the intentional use or attempted use of unauthorized
materials, information or study aids in any academic exercise) , fabricating (intentional or unauthorized falsification or invention
of any information or citation in an academic exercise), facilitating academic dishonesty (Intentionally or knowingly helping or
attempting to help another violate any provisions of this code), or plagiarism (intentionally or knowingly representing the words or
ideas of another as one’s own in any academic exercise). Definitions from the Code of Academic Integrity, University of Maryland
at College Park. This syllabus is not intended to be a comprehensive statement, please be aware that other academic policies and
procedures are outlined in the catalog and they apply to you as well. The course syllabus represents the best estimate and
projection of course content, scope and sequence. In the case of extenuating circumstances, changes in enrollment, blizzard,
flood, fire tornado, or other Acts of God, by mutual consent, or at the discretion of the instructor, the course and lab syllabi are
subject to change. Americans with Disabilities Act: Qualified students with physical or documented learning disabilities have the
right to free accommodations to ensure equal access to educational opportunities at Lake Superior State University. Contact the
counseling center for information or to request accommodation. Teacher Education Department Policies: You are responsible for
understanding and abiding by the policies set forth in LSSU’s current edition of The Teacher Education Program: A Handbook
for Students Interested in Teacher Certification. The handbook is given out at all TE Student Orientation Sessions and is also
available at the department office. In order to receive a passing grade for the course all required assignments must be completed
at a satisfactory level demonstrating competence in the required standards and benchmarks.
Syllabus prepared by: David M. Myton, Ph.D., Spring 2004
Distribution: Department Office, Department Chair, Students
TE443 Secondary Science Methods
Spring Semester 2005
Lake Superior State University
Dr. David Myton
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