Mississippi Bend Area Education Agency
Course Syllabus
Mississippi Bend Area Education Agency
Course Syllabus (new course)
The syllabus is the basis for license renewal course* approval, and informs the course
participants of the requirements and learning outcomes. It contains identified essential
components to meet indicators of quality**.
* “course” can be used to include any planned adult learning opportunity such as class, in-service, training,
learning team, endorsement/graduate level, etc. in combination
to be not less than 15 contact hours per credit hour.
** Iowa Administrative Code 282: Chapter 17 indicators of quality for licensure renewal courses include:
1) The courses address specific student, teacher, and school needs evidenced in local school improvement
plans, or
2) The courses assist teachers in improving student learning performance, or
3) The courses assist teachers in improving teaching evidenced through the adoption or application of
practices, strategies, and information.
Course Overview
Date Submitted: May 22, 2014
Course title: Course Title: ENERGIZE STUDENTS! Bringing Sustainable Energy Studies
into Your Classroom
Instructor: Heather Ballou
Address: 201 N. Harrison Street, Davenport, IA 52801
Phone Number: 563-441-4093
Email Address: hkballou@eicc.edu
Dates and Location
Dates
Times
Other Information
July 21
July 22
July 23
July 24
July 25
9:00 – 5:00
8:00 – 5:30
8:30 – 4:30
8:30 – 4:30
9:00 – 4:00
ATEEC
ATEEC
ATEEC
ATEEC
Blong Tech Center
All assignments due by: August 1, 2014
Dates grades will be posted: August 8, 2014
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Lead Instructor:
Mississippi Bend Area Education Agency
Course Syllabus
Heather Ballou, Eastern Iowa Community Colleges
201 N. Harrison Street, Davenport, IA 52801
hkballou@eicc.edu
563-441-4093
Supporting Instructors:
Michael Arquin; KidWind Project
800 Transfer Road Suite 30B;
Saint Paul, MN 55114
651-917-0079
Craig Nelson;
Eastern Iowa Community Colleges
8500 Hillandale Road, Davenport, IA 52806
cnelson@eicc.edu
563-441-4392
William Stoermer; Exelon Coorporation
22710 206th Avenue North, Cordova, IL 61242
william.stoermer@exeloncorp.com 309-227-3709
Class Locations:
Days 1 – 4:
Lab
Eastern Iowa Community Colleges, ATEEC Interactive Learning
201 N. Harrison Street, Davenport, IA 52801
Day 5:
Eastern Iowa Community Colleges, Blong Technology Center
8500 Hillandale Road, Davenport, IA 52806
Credit and Format Information
Number of Credits:
1
x
2
3
Type of credit requested
Graduate (Drake)
x Both
Type of Drake Graduate Credit:
x
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Licensure Renewal
EDEX (Drake Education Extension)
EDMA (application toward a Drake grad degree; see
Head of Professional Development for additional syllabus
requirements)
Mississippi Bend Area Education Agency
Course Syllabus
Audit
Yes x
No
CEUs available from AEA
Yes x No
No. of Hours:
Please make sure appropriate AEA Workshop form is completed for CEU credit.
Appropriate for Paraeducator certificate Renewal
Yes
No
Appropriate for Substitute Authorization certificate Renewal
Yes
No
Type of professional development proposed (check those that apply):
x
Course open to ALL
District Only Course – Name of district:
Building Only Course – Name of building:
Blended delivery model (online & face-to-face)
Instructor Reimbursement by (check one):
AEA supplemental contract (teaching on noncontract time as AEA contracted instructor;
supervisor has been notified)
Local district/no pay (teaching as part of district assignment)
no pay (teaching as part of AEA employee assignment or other arrangements)
Target Audience:
Grade Level(s)
Content Area(s)
5th - 9th grade
Science
Minimum class size
10 Maximum class size 20
Category:
Science
Course Outline
Published Course Description for website:
The ENERGIZE STUDENTS! Bringing Sustainable Energy Studies into Your
Classroom is open to all 5th grade through 9th grade science teachers who want to
integrate renewable and sustainable energy awareness and concepts into science courses.
Upon successful completion teachers will be paid a stipend of $300.00 stipend after
Summer Institute and $300.00 upon completion of unit implementation and
corresponding data collection.
Describe the best practices to support the course goals/outcomes described in the next
section:
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Mississippi Bend Area Education Agency
Course Syllabus
Teacher impact statement: Teachers will:




Improve their understanding of basic physical science concepts surrounding
energy and sustainable energy to enhance teaching efficacy of these topics
Recognize the social, political and economic debates that surround sustainable
energy concepts
Practice evidence-based strategies for incorporating inquiry-based science into
curriculum
Develop high-quality experiential science labs for use with students that
incorporate content and processes that improve student science mastery
Student impact statement: Students will be more engaged in the learning process
during science lessons and will be able to effectively plan, implement, evaluate and
communicate their understanding of energy concepts.
Iowa Teaching Standard(s) being addressed; check all that apply:
1: Demonstrates ability to enhance academic performance and support for implementation of
the school district’s student achievement goals.
x 2: Demonstrates competence in content knowledge appropriate to the teaching position.
x 3: Demonstrates competence in planning and preparing for instruction.
x 4: Uses strategies to deliver instruction that meets the multiple learning needs of students.
5: Uses a variety of methods to monitor student learning.
6: Demonstrates competence in classroom management.
x 7: Engages in professional growth.
8: Fulfills professional responsibilities established by the school district.
Iowa Leadership Standard(s) being addressed; check all that apply:
1: An educational leader promotes the success of all students by facilitating the development,
articulation, implementation, and stewardship of a vision of learning that is shared and supported
by the school community. (Shared Vision)
2: An educational leader promotes the success of all students by advocating, nurturing and
sustaining a school culture and instructional program conducive to student learning and staff
professional development. (Culture of Learning)
3: An educational leader promotes the success of all students by ensuring management of the
organization, operations and resources for a safe, efficient and effective learning environment.
(Management)
4: An educational leader promotes the success of all students by collaborating with families
and community members, responding to diverse community interests and needs and mobilizing
community resources. (Family and Community)
5: An educational leader promotes the success of all students by acting with integrity, fairness
and in an ethical manner. (Ethics)
6: An educational leader promotes the success of all students by understanding the profile of
the community and responding to, and influencing the larger political, social, economic, legal and
cultural context. (Societal Context)
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Mississippi Bend Area Education Agency
Course Syllabus
Iowa Core statement
Resources: http://www.aea9.k12.ia.us/en/iowa_core/ and
http://www.educateiowa.gov/index.php?option=com_content&view=article&id=2485&Itemid=4602
List the IC areas that are addressed by this course; check all that apply:
Literacy
Mathematics
x Science
Social Studies
21st Century Skills
Describe how the checked areas are addressed in this course:
Course Equity Information
What strategies are you providing to help your participants meet the needs of diverse
learners? Mark as many boxes that apply to the professional development outlined in this
syllabus and then provide a description of the learning activities for this course.
x
Multi-cultural Issues 1) Does this course discuss ways to ensure learners from other
cultures are successful in the classroom? 2) Does this course promote the diversity of ideas and
thoughts in curriculum and assignments, such as knowledge of different world views and cultural
perspectives? 3) Does your course acknowledge the learning styles of culturally diverse peoples?
4) Does your course promote/utilize resources that portray the various dimensions of a culturally
diverse population? 5) Does this course include strategies to form partnerships with families,
particularly with those who are culturally diverse?
x
Gender-fair Issues 1) Does this course include discussion about ensuring both male and
female learners are successful in the classroom (e.g. math and science classes)? 2) Does this
course promote/utilize resources that portray both sexes in active and passive activities? 3) Does
this course promote/utilize resources that portray both sexes in “nontraditional” ways as role
models? 4) Does this course discuss gay, lesbian, bisexual, or transgender issues, particularly as
they relate to school or community climate and/or student achievement?
x
Socio-economic Issues 1) Does this course include discussion about ways to ensure that
students from low socio-economic backgrounds are successful in the classroom? 2) Does this
course include discussion/understanding about who are SES students and the culture of poverty?
3) Does this course include discussion or analysis about disaggregating data based on socioeconomic status? 4) Does this course promote/utilize resources that may interest students from
low socio-economic backgrounds who may struggle academically? 5) Does this course include
learning about instructional strategies that will engage SES students in learning?
x
English Language Learners 1) Does this course include discussion of the impact of second
language learning on academic achievement? 2) Does this course address specific cultural
issues impacting student learning? 3) Does this course promote cross cultural communication
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Mississippi Bend Area Education Agency
Course Syllabus
and involvement with ELL parents/family? 4) Does this course address legal/academic
responsibilities of school districts with educating ELL students?
x
Other Diverse Learners (e.g. TAG and learners with special needs) – 1) Does this course
address who are diverse learners, how to identify and/or how to serve diverse learners in the
classroom? 2) Do the learning expectations of this course include application of knowledge about
diverse learners? 3) Does this course deliver specific information about individual diverse
groups?
Please provide a description of the issues checked above.
Topics addressed during the Energize Students! Bringing Sustainable Energy
Studies into Your Classroom will emphasize STEM learning via incorporation of
alternative energy education into the middle school curriculum. The workshop will allow
teachers to upgrade their science content knowledge; conduct inquiry-driven problem
solving scenarios; integrate technology into science teaching and use manipulative
science materials.
Course Goals, Outcomes and Evaluation
Outline the course goals and outcomes that a student will achieve upon completion of this course.
The description should be a statement that is a specific and measureable knowledge/skill.
An outcome is the specific learning behavior that participants in the course should demonstrate in
the context of achieving the goal. There may be more than one outcome for each goal.
To write goals, consider the following. These items will help dictate the grading rubric.
 What will participants know, be able to do, or value at the conclusion of the course?
 What specific observable or measurable actions should participants demonstrate when they
have met the outcome(s)?
 How will you know if participants achieved the outcome? How will this new knowledge be
demonstrated? These outcomes will be used in the rubric to assess and grade the
success of learning.
Course Goal(s) fill out as many as
appropriate
Outcome(s)
1. During the workshop teachers will be
practicing science inquiry in a real
setting.
a)Teachers will gain a greater
understanding
of content knowledge.
b) Teachers will bring enhanced inquirybased science and engineering practices
into classroom.
2. Upon completion of the course,
teachers will decide what hands-on
equipment they will need to teach the
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a) Teachers will understand how to
demonstrate proper use of equipment.
Mississippi Bend Area Education Agency
Course Syllabus
content in their classrooms.
b) Teachers will be able to instruct
students
on proper use.
3 After the course, teachers will develop
a Curriculum Development Plan and will
be graded according the attached rubric.
a) Teachers will demonstrate a
comprehensive step-by-step plan for
proper incorporation of sustainable energy
studies into existing curriculum.
From: Program-Based Review and Assessment: Tools and Techniques for Program Improvement. Office of Academic Planning and
Assessment. University of Massachusetts Amherst. (2001).
Iowa Professional Development Model (IPDM)
Resource: http://www.isea.org/assets/document/ipdm-overview.pdf
What percentage of each technical will be used and briefly describe:
Theory:35%
Demonstration:15%
Practice: Collaboration (coaching, feedback, reflection): 50%
Course Rubric
The course grade will be determined using the following criteria.
A resource to assist in creating a rubric:
http://manoa.hawaii.edu/assessment/howto/outcomes.htm
Describe what is required for each Outcome and how many points are assigned to each
proficiency level. Provide a clear and specific description of the criteria that will be used to
evaluate student work.
At the bottom of the rubric, state how many points are needed to earn each grade; weighting is
accepted.
Course Title: ENERGIZE STUDENTS! Bringing Sustainable Energy Studies into Your Classroom
Course Grading Rubric for Implementation Plan
Each participant will complete a Sustainable Energy implementation plan that provides teachers
an opportunity to practice the incorporation of inquiry-based physical science education into
his/her classroom curriculum.
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Course Requirements
Evidence-based science
elements to be included in
implementation plan.
Above Expectations
Good Understanding
Average Effort
Demonstrates good
Demonstrates
Demonstrates some
understanding and
satisfactory
understanding and skill
Area Education
Agency
skill Mississippi Bend
understanding
and skill
Course Syllabus
Points: 70-79
Points: 90 - 100
Points: 80-89
Asks a question that
Asks a question that
Asks questions but
relates to the topic
relates to the topic of
requires extensive
of study without
study with some
teacher guidance.
teacher guidance.
teacher guidance.
Needs
Improvement
Or not able to be
scored
Developing and using
models
12.5 – 0 points
Constructs a model
to test evidence and
observations.
Skillfully uses model
to either confirm
existing explanation
or formulate new
hypotheses.
Model constructed to
test evidence and
observations is missing
elements or misapplied
to evidence.
Design and
implementation of
model to test evidence
indicates incomplete
understanding of key
theories and principles.
Models and
simulations are
not present.
Planning and carrying out
investigations
12.5 – 0 points
Plans and conducts a
replicable
investigation that
has logical steps;
may make logical
amendments to the
investigation.
Plans and conducts a
replicable investigation
with few logic errors;
may make changes
which are not logical to
the investigation.
Plans and conducts an
investigation with
considerable teacher
guidance.
Uses teacherprovided
investigation.
Analyzing and
interpreting data
12.5 – 0 points
The analysis and
interpretation is
appropriate,
complete, and
correct.
The analysis and
interpretation is
appropriate but it
contains minor errors
or omissions.
An attempt is made to
analyze and interpret
the data, but it is either
seriously flawed or
inappropriate.
No attempt is
made to analyze
and interpret
data.
Using mathematics and
computational thinking
12.5 – 0 points
Many calculations
are included; all that
were expected are
present and
accurate.
Some calculations are
included, but more
were expected.
Expected calculations
are present but are
inaccurate.
Calculations
were not
present.
Constructing explanations
and designing solutions
12.5 – 0 points
Consistently
develops a
reasonable
explanation and
solution based on
collected data
and/or facts from
reliable scientific
sources.
Usually develops a
reasonable explanation
and solution based on
collected data and/or
facts from reliable
scientific sources.
Explanation and
solution may be logical
but reflects
incomplete/inaccurate
data or scientific
information.
Explanation and
solution is
incomplete/inac
curate.
Engaging in arguments
from evidence
12.5 – 0 points
Provides appropriate
and sufficient
evidence to support
claim.
Provides appropriate
but insufficient
evidence to support
claim.
Provides inappropriate
and insufficient
evidence to support
claim.
Does not provide
evidence to
support claim.
Asking questions and
defining problems
12.5 – 0 points
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Points< 70
Asks questions
unrelated to
topic of study.
Mississippi Bend Area Education Agency
Course Syllabus
Obtaining , evaluating,
and communicating
Information
12.5 – 0 points
Produces clear,
accurate, wellorganized written
and oral
communications
about scientific and
technological
understandings.
Written and oral
communications
demonstrate
understanding, but are
not consistent.
Struggles to develop
clear, accurate written
and oral
understanding.
Written and oral
communications
lacks clarity and
accuracy.
A = 90 to 100
B = 80 to 89
C = 70 to 79
D = 60 to 69
F = <69
Additional Comments:
Criteria for Implementation Plan: 12 point, Double spaced, Times New Roman fond and ¾
inch margins.
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Mississippi Bend Area Education Agency
Course Syllabus
Course Materials
To be provided by instructor.
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Mississippi Bend Area Education Agency
Course Syllabus
Complete Course agenda:
Complete Course agenda and materials:
Wind Turbine Kits
Solar Thermal Kits
Solar Car Kits
2V Solar Panels
Kill-A-Watt meter
Radiometer
Anemometer
Mulitmeters
Curricular Materials to include printed handouts, PowerPoint and Word files and Binder
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Mississippi Bend Area Education Agency
Course Syllabus
Day 1
July 21
9:00 –
10:00
ATEEC Interactive Learning Lab
Check-in, Coffee, Introductions, Overview, Review
Implementation Plan, Ice-Breaker
10:00 –
11:00
DISCUSSION/ Energy 101 (Heather Ballou)
Overview of alternative energy resources, discussion of the pros
ACTIVITY
and cons of each and history. We’ll review with a PowerPoint
Jeopardy.
11:00 –
12:00
ACTIVITY
12:00 –
1:00
12:30 –
4:30
Lab Scavenger Hunt
LUNCH BREAK - Delivered
DISCUSSION/ Science Notebooks& Inquiry Based Learning Iowa Core
(Speaker TBA)
ACTIVITY
Learners will develop an understanding of inquiry in science, the
critical role of inquiry in scientific thinking and reasoning that
leads to understanding.
Day 2
July 22
8:00 – 8:30
8:30 – 9:45
ATEEC Interactive Learning Lab
Check in, coffee, overview
ACTIVITY
Renew-A-Bean – (Heather Ballou)
This activity introduces students to the difference between
renewable and nonrenewable resources. It shows students that
nonrenewable sources will be exhausted over time. This activity
provides an opportunity to practice charting and graphing skills,
and working with percentages.
10:00 –
12:00
DISCUSSION/ Water Conservation – (Iowa American Water Company &
Heather Ballou)
ACTIVITY
We will discuss the Water Cycle and Water Industry and explore
home water conservation activities that provide learners with an
opportunity to calculate the volume of water used in the home
and identify home water conservation.
12:00 –
1:00
1:00 – 2:30
LUNCH BREAK - Delivered
DISCUSSION
Nuclear Energy –Exelon Corporation (William
Stoermer/Heather Ballou)
We will discuss how Nuclear Power works, discuss pros and cons
of this energy source.
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2:45 – 4:00
Mississippi Bend Area Education Agency
Course Syllabus
DISCUSSION/ How Wind is Made – (Heather Ballou)
ACTIVITY
4:15 – 5:30
Day 3
Students will explore the concepts of how wind is created, how
wind can do work and is measured by working with an
anemometer and a radiometer.
DISCUSSION/ Energy Conversions and Transfers – (Heather Ballou)
ACTIVITY
Students will explore the important natural process of energy
conversions and transfers. They will work with two types of
light bulbs to discover energy loss through heat and explain the
many energy conversions involved in making electricity by using
energy conversion activity cards.
July 23
KidWind Professional Development Workshop
(Michael Arquin)
Energy Efficiency and Renewable Energy in the
Classroom (part 1)
8:30 – 9:15
Check-in, Coffee, Pre-Workshop Evaluations, Agenda
9:15 – 9:45
ACTIVITY
Understanding Forms and Sources of Energy (WindWise Lesson
1)
We will explore forms of energy, sources of energy, and energy
transformations through a demonstration and discussion.
9:45 –
10:15
LECTURE
Energy Basics
Sources of energy, conservation & efficiency, phantom loads,
etc.
10:30 –
11:15
ACTIVITY
What is the Cost of Inefficiency? (WindWise Lesson 2)
We will learn about work, energy, and power and explore how
using electrical appliances and devices can have economic and
environmental costs. We will use Kill-a-watt meters to measure
and compare various devices.
11:15 –
12:15
ACTIVITY
How Does a Generator Work? (WindWise Lesson 7)
In this activity we will explore Faraday’s law, building simple
electric generators. We will explore how design variables affect
electricity production and try to light a small light bulb.
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12:15 –
1:00
Mississippi Bend Area Education Agency
Course Syllabus
LUNCH BREAK - Delivered
1:00 –2:00
ACTIVITY
2:00 – 3:00
LECTURE
ACTIVITY
Designing Wind Turbine Blades
Using the turbines they have recently constructed teachers will
explore the science of wind turbine blade design
July 24
KidWind Professional Development Workshop
(Michael Arquin)
Energy Efficiency and Renewable Energy in the
Classroom (part 2)
3:30 – 4:30
Day 4
Constructing Electrical Generating Turbines
Teachers will construct simple classroom electrical generating
wind turbines. During this process we cover topics related to
electromagnetism, energy transformations and kinetic and
potential energy. These devices will later be used for blade
design activities.
Wind Energy Basics – History, Technology, Impacts, and
Classroom applications
9:00 – 9:15
Check-in, Coffee, Agenda
9:15 –
10:15
ACTIVITY
Blade Design Cont. & Power Output applications with wind
turbines
Measure power output with multimeters, light bulbs, pump
water, and run other electrical devices with turbines
10:15 –
11:30
11:30 –
12:15
LECTURE
Blade Design Science & Engineering
ACTIVITY
Blade Championships and Data Analysis
Finish with Blade Design Lessons by holding a teacher design
competition. Discussion on how to implement in their classroom
Prizes awarded for best blade design!
12:15 –
1:00
1:00 – 1:45
LECTURE
Solar Power Basics – Solar Thermal and Photovoltaics
1:45 – 2:30
ACTIVITY
Solar Thermal Experiments
Teachers will build solar collectors and measure temperature
change in water
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LUNCH BREAK
Delivered
Mississippi Bend Area Education Agency
Course Syllabus
2:30 – 3:30
ACTIVITY
Photovoltaic Experiments
Teachers will perform experiments with small solar panels, such
as: Sun angle experiments, wiring different types of circuits
(series vs. parallel), powering load devices (motors, lights, water
pumps), and building solar powered cars.
3:30 – 4:00
DISCUSSION
Can Renewable Energy Power Our Classroom?
Teachers will conduct an energy audit of the classroom to find
out how much power is used. Next we will analyze live
renewable energy data from the web and relate to classroom
power consumption.
4:00 – 4:30
DISCUSSION
Q & A, EVALUATIONS
Day 5
July 25
Blong Technology Center
9:00 –
10:30
DISCUSSION
Tour Blog Technology Center (Craig Nelson)
10:30 –
11:30
ACTIVITY
We’ll start with meeting in a classroom to view video clips of a
biodiesel factory.
Biodiesel Workshop (Craig Nelson)
We will create a “mini” biodiesel factory and explore the steps it
takes to create biodiesel fuel in a way that is appropriate for the
K-12 science lab.
11:30 –
12:30
LUNCH BREAK Delivered
12:30 –
1:00
1:00 - 4:00
Q&A,
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ACTIVITY
Workshop evaluations (Heather Ballou)
Work on Implementation Plans. Teachers will work either
individually or collaboratively.