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KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
NEW COURSE (NOT General Education)
Course Prefix/Number/Title ISCI 2002 – Physical Science
Department__Biological and Physical Sciences
Degree Title (if applicable)__________________________________________
Proposed Effective Date ____Fall 2007_________________
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KENNESAW STATE UNIVERSITY
UNDERGRADUATE PROPOSAL
New Course (NOT General Education)
I. Proposed Information
Course Prefix and Number____ISCI 2002_______
Course Title __Physical Science ___
Credit Hours ___2-2-3_____________________________
Prerequisites _”C” or better in SCI 1102 or equivalent______
(Prerequisites are courses or requirements that non-negotiable and must be
successfully completed by any student before enrolling in the course or program under
consideration. Corequisites are courses that can be taken before or in the same
semester as the course under consideration. Courses at the upper-division level will
require lower-division competencies or prerequisites.)
Course Description for the Catalog:
Physical Science defines science, examines how science is done, and develops
an understanding of fundamental concepts in astronomy, chemistry and physics.
Laboratory experiences will emphasize experimental design, data analysis, and
inquiry methods. Course is intended for early grades education majors. Cannot
be used for credit towards a degree in Biology programs; Not acceptable for use
as General Education requirement.
II. Justification for Course
A. Explain assessment findings that led to course development.
The BOR Educator Preparation Academic Advisory Committee (EPAAC) Science
Taskforce has provided a framework for the proposed science course. This
framework is based on research that indicates that teachers need interactive
activities and cooperative learning in all areas of science in order to gain
confidence in teaching science, which influences the quantity and quality of
science taught in schools (Guziec & Lawson, 2004), Science for elementary
educators. Journal of College Science Teaching. 33(5).
B. Explain for Prerequisites:
1. What is the substance of content in each prerequisite that commands its inclusion as
a prerequisite to the proposed course?
SCI 1102 gives students a background in general environmental science
concepts, with an emphasis on current issues. An understanding of terminology
and concepts from SCI 1102 (and its prerequisite, SCI 1101) will allow students to
be able to apply aspects of the nature of science to the physical science concepts
experienced in ISCI 2002, and subsequently to teach the chemistry and physics
concepts represented in the Georgia Performance Standards Science curriculum
for grades K-5.
2. What is the desired sequence of prerequisites?
MATH 0099, SCI 1101, SCI 1102
3. What is the rationale for requiring the above sequence of prerequisites?
The above order of prerequisites represents the best developmental sequence of
mathematical and nature of science concepts related to course content.
4. How often are the required prerequisites offered?
Fall/Spring.
C. Give any other justification for the course.
It has been mandated by the Board of Regents that a system-wide curriculum
change take place in which both a physical science course and a life/earth
science course are required for early grades education majors. Therefore, two
courses will replace what is now SCI 2201 (Concepts in Science). The course
proposed here (ISCI 2002) and another proposed course (ISCI 2001) will meet the
new requirements.
III. Additional Information
A. Where does this course fit sequentially and philosophically within the program of
study.
Students will take this course after gaining a basic background in science from
the prerequisite, but before the methods practicum (Teaching of Specific
Subjects). The course allows early-grades education majors to gain the
knowledge and skills necessary to teach physical science concepts to K-5
students. The course itself is structured around the K-5 Georgia Performance
Standards (GPS).
Middle Grades Education majors will NOT be required to take this course.
B. What efforts have been made to ensure that this course does not duplicate the
content of other college courses with similar titles, purposes, or content?
Nature of Science concepts covered in SCI 1101 and SCI 1102 will be readdressed in the proposed course in the physical science context. We will
consult with the coordinator of these courses (Dr. Laposata) to ensure that any
overlapping content will be reviewed rather than duplicated.
In addition, the proposed course is geared solely towards elementary education
majors. The proposed course may review concepts from SCI 1101 and 1102 as
needed, but focus will be on giving students a conceptual understanding of
important science concepts of physics, chemistry and astronomy AND the skills
and self-efficacy necessary to teach these concepts well.
We have consulted the developers of another proposed course (ISCI 2001) to
ensure that there will not be content overlap; rather, the courses are expected to
complement each other.
C. Where will the course be located in the program (elective, required in Area F,
required or elective for the major)? Indicate and justify its placement in the curriculum.
This course is required in Area F, as mandated system-wide by the Board of
Regents and EPAAC.
D. How often will this course be offered?
Fall/ Spring
E. All sections of the course will be taught with the understanding that the following
apply:
1. Purpose of the Course
This course was developed in collaboration by professors from the departments
of Elementary and Early Childhood Education and Biological and Physical
Sciences. It is designed to help the students develop their knowledge of science
and its tools. It is also designed to facilitate the integration of science knowledge
with the essential scientific dispositions and skills used in scientific and
pedagogical inquiry. This course involves a commitment to group learning and
provides experiences that will enhance the students' ability to facilitate science
instruction in K-5 classrooms.
The content explores the nature of science, the evolution of science, and the
value and limitations of science in solving everyday problems. A strong
conceptual understanding of these aspects of science is critical for the
development of effective science teachers. This course provides hands-on,
inquiry-based learning experiences through classroom activities and laboratory
experiences. The science concepts addressed are sufficiently broad to ensure
that the students are prepared to act as effective knowledge resources and
guides to inquiry in the classroom.
2. Objectives of the Course
Students will gain a conceptual understanding of the physical science concepts
listed in the K-5 GPS (listed in E3, below).
Students will gain experience with experimental design and data analysis.
Students will collaborate and practice teaching physical science concepts in front
of a supportive audience of their peers.
Students will reflect on their learning process and improve their self-efficacy in
the area of teaching science.
3. Course Content
Major Themes from physical science K-5 GPS will be covered including: Force,
Mass, Motion (pushes and pulls), Effects of Gravity, Simple Machines, Heat,
Electricity and Magnetism, Light, Sound, Physical and Chemical Changes,
Conservation of Matter, Stars and Star Patterns, Solar System.
F. What instructional methodologies will be incorporated into the course to stimulate
group process, writing skills, multiculturalism, and educational outcomes?
Instructors of this course will model different teaching strategies (e.g., inquiry,
discussion, lecture), both to meet different students’ learning strategies and to
give future teachers exposure to different methods. Students will work with their
peers during laboratory investigations, and will write reports and reflections on
their progress. Educational outcomes for each unit will be shared with the
students, so that they may gauge their progress and understand that assessment
is based on outcomes.
G. Outline the plan for continuous course assessment. What are the department,
college, or professional standards which will be used for the assessment? How will it be
determined that the course is current, meeting the educational needs of students and
responsive to educational standards? How often will the course assessment be done by
the department?
The professional standards that will be used for assessment are the K-5 Georgia
Performance Standards (GPS) for science. Elementary education and the
Department of Biological and Physical Sciences have collaboratively completed
backward mapping of these standards for SCI 2201. These departments will
apply and extend the backward mapping template to the proposed course.
In order to assess the progress of the students in this course, representative
objectives from the K-5 science GPS will be selected and assessment items will
be constructed that match these objectives. Students enrolled in these courses
will be evaluated using these items at least once a year.
H. Enclose a course syllabus (optional format attached)
(see below)
Physical Science
ISCI 2002
Fall 2007
Lecture Sections
Day, Time & Room
Lab Sections
Day, Time & Room
Instructor:
Prerequisite: ”C” or better in SCI 1102 orequivalent
Text: TBA
Course Description:
ISCI 2002. Physical Science. 2-2-3. Physical Science defines science, examines how science is
done, and develops an understanding of fundamental concepts in chemistry and physics.
Laboratories will emphasize experimental design and data analysis. Course is intended for early
grades education majors. Cannot be used for credit towards a degree in Biology programs; Not
acceptable for use as General Education requirement.
Pedagogical Goals and Guiding Intentions:
In ISCI 2002, we seek to:
1) provide learning experiences that accurately portray the nature of scientific inquiry;
2) promote both the sense of wonder and the capacity to interpret phenomena on the basis of
empirical evidence;
3) facilitate dialogue for development of science content knowledge for teaching science in
grades K-5;
4) offer initial experiences in the design of meaningful science experiences to be used in their
work as K-5 teachers.
In short, we've got to work together to help you achieve science literacy and begin applying this
to your teaching work. The scope of these course goals necessitate the whole group
lecture/discussion and the accompanying smaller group lab format. In ISCI 2002, approximately
60% of our instructional time will focus on physics concepts, 25% on chemistry concepts, and
15% on astronomy concepts.. Learning objectives are based on the Georgia Performance
Standards (GPS), which are based on the AAAS Benchmarks for Science Literacy.
Purpose / Rationale:
This course was developed in collaboration by professors from the departments of Elementary
and Early Childhood Education and Biological and Physical Sciences. It is designed to help the
students develop their knowledge of science and its tools. It is also designed to facilitate the
integration of science knowledge with the essential scientific dispositions and skills used in
scientific and pedagogical inquiry. This course involves a commitment to group learning and
provides experiences that will enhance the students' ability to facilitate science instruction in K-5
classrooms.
The content explores the nature of science, the evolution of science, and the value and limitations
of science in solving everyday problems. A strong conceptual understanding of these aspects of
science is critical for the development of effective science teachers. This course provides handson learning experiences through classroom activities and laboratory experiences. The science
concepts addressed are sufficiently broad to ensure that the students are prepared to act as
effective knowledge resources and guides to inquiry in the classroom.
Conceptual Framework:
The KSU teacher education faculty are strongly committed to the concept of teacher preparation
as a developmental and collaborative process. All members of the KSU Professional Teacher
Education Unit and Mentor Teachers at Partnership Schools must work together to successfully
prepare teachers who are capable of developing successful learners in today's schools and who
are committed to continuing their professional development.
Teacher development is generally recognized as a process that includes a continuum of
preservice, induction, in-service, and renewal. At KSU we believe collaboration among many
partners is necessary to support teacher development. We also believe that throughout the
continuum of development, the concept of expertise is an important part of preparing effective
classroom teachers and teacher leaders. We believe that expertise requires a process of continued
development based on best practices, and that while advancing content knowledge and
pedagogical competencies, teachers develop expertise both as professionals and as learners. By
improving their own learning, teachers become more proficient in facilitating and evaluating
student learning.
The teacher education faculty are committed to preparing effective teachers who facilitate
learning in all students. Candidates in Initial Programs focus on developing expertise in the
knowledge, skills, and dispositions of effective instruction, and on developing a beginning
structure for life-long professional development. They learn to employ standards of best practice
to help today's diverse student population develop as learners and achieve learning outcomes
consistent with local, state, and national standards. To this end, this course is designed to teach
science in a manner that engages the student in the mastery of core concepts and the
development of science activities to be utilized in the Early Childhood or Middle Grades
classroom.
Knowledge Base:
Course content is designed to provide an understanding of the nature of science, the evolution of
science, how we use science, our perspective in the universe, the role of science in society, and
the prospects for science in the future. Such comprehension is critical to the development of
learning facilitators who will be asked to explain basic science and how it relates to students in a
variety of settings from K-5. ISCI 2001 also provides hands-on learning via its required
laboratory experience. The teacher, as a learning facilitator, must have a background of
interesting science activities and field trips that will help students realize the relevance of
science. Effective teachers should understand the basic mathematical language of science and the
core concepts of life science and physical science at a level appropriate for K-5 students. To
facilitate learning in science one should be well grounded in the subject matter to be able to serve
as a reference and a guide for unexpected questions and investigations, as these are encouraged
in science.
Pertinent professional organizations are the Georgia Academy of Science (GAS), and the
Georgia Science Teachers Association (GSTA) and the National Science Teachers Association
(NSTA).
Student Evaluation:
Assessment Item:
MicroTeaching Activity
Field Trip Activity
Lab Activities
Exams (3)
Percent of the grade:
10%
5%
35%
50%
Final grade:
A > 90%, B >80%, C > 70%, D >60%, F <60%
MicroTeaching:
During the semester, you will have the opportunity to work in groups of two students and
develop a 30 minute hands-on science lesson to be taught to your colleagues in lab. Students will
select one of the lab exercises and teaching topics that relate to K-5 Physical Science GPS. Each
student will individually present a learning activity. Pay careful attention to opportunities for
inquiry and clear explanations founded on extensive content knowledge. The instructor will help
you with materials and with developing a lesson that effectively teaches the assigned concepts.
Though “microteaching” is typical of pedagogy courses, this is a content course, so the central
goal of this project is for you to develop and demonstrate your content knowledge applied to
teaching children. While implementing your lesson, you can either lead instruction as if it were
a teacher workshop, or as if it were a lesson facilitating learning for children. Many students
combine both approaches in teaching their lesson. Even though you are co-teaching the lesson,
each student will be responsible for one specified objective. You can manage the allotted time
(15 minutes per teacher) as you and your co-teaching partners deem appropriate (my turn, your
turn, or collaborative teaching throughout). Be sure to provide a handout for your colleagues!
The MicroTeaching Activity will count as 10% of your grade.
The evaluation rubric will be posted on the course web site.
Provide a one page, front and back handout for each student in lab. The front page needs to
summarize the lesson. The back page requires each learner to provide written response to (a) a
brief set of concept assessment questions, and (b) a response to the question: What were some of
the effective aspects of this lesson?
Each teaching team needs to collaboratively write a paper as one "paper" that was collaboratively
written. This is a conversationally written 3-4 page double spaced narrative that provides a
record of your initial planning and post-lesson evaluation. Please address the following specifics:
1) Lesson plan essentials:
List your instructional objectives (from GPS standards or elements, or objectives you
developed), and your thoughts on assessment. What will the grade-level children and your peers
need to be able to know and do from this lesson? A summary description of the activities that
teachers do and that students do in the lesson. (What am I doing in the teaching role? What are
the learners doing?)
2) Considering learner conceptions and prior knowledge:
Talk it over with your group, and write some summary comments about what you expect the
children and even your peers to know about the topic that you are teaching. Can you anticipate
any possible misconceptions on the topic? What prior knowledge might you build on in the
lesson? What aspects of your topic are particularly difficult for children (and even adults) to
comprehend? A list of children's naïve conception of science is available at
http://www.amasci.com/miscon/opphys.html.
3) Thinking about student assessment and feedback:
After your lesson, students will take 5 minutes to respond to your assessment questions on the
back of the handout that you provide them. You will collect these from the students, review them
individually and identify patterns in the data. Discuss these with your teaching partner(s) and
write a bit about this in your paper. Summarize the strengths and weaknesses in student
understanding relative to your instructional objectives. What did the learners like about your
lesson? How might this lesson be improved?
4) Cite any references and resources used in the paper. Here are some format examples:
Journal Article:
Borror, D.J. & Dirnberger, J. 1998. A field guide to insects. Boston, MA: Houghton Mifflin.
Book by author:
Jeran, C. 1999. Exploring experimental design. Science and Children 36(4): 24–27.
Organizational Publication:
National Research Council (NRC). 1996. National science education standards. Washington,
DC: National Academy Press.
Internet Resource:
Creative Kids at Home: Homemade Playdough for Children
www.creativekidsathome.com/activities/activity_8.html
This paper is to be turned in during the lab session, following the implementation of your
lesson.
Field Trip, Get out there and celebrate science!
A unique component in this course involves one outing you will take to an "informal science
learning environment". A visit to an aquarium, botanical garden, science museum, zoo, or even a
cave or nature hike can qualify as an educative experience. Guidelines for your written reflection
of the field trip and possible field trip sites will be discussed in class and posted on The course
web site in the near future. This activity will count as 10% of your course grade.
Criteria for the Field Trip Written Reflection: Cite the name and location of the field-trip site,
date of your visit, attach some form of evidence that the field trip occurred during the current
semester (dated entry receipt, dated program info, etc) and reason you chose this site. Write a
thoughtful, detailed response to address any four of the following points: Please type your
Field Trip Reflection, single spaced on a single sheet of paper, and keep the word count between
400-500 words.
a) Specify any safety concerns for taking students to this site. What would you tell your
chaperones to do, and what specifics things will you do to ensure the safety of your children?
b) What aspects of the site engaged the “sense of wonder” of you and the children you observed?
Explain in gripping detail!
c) Evaluate the location in terms of instructional potential at a particular grade level. Support
your view with some knowledge of developmental psychology.
d) Relate learning experiences at field trip site to the K-5 GPS or the Benchmarks , the National
Standards. Specify science standards or instructional objectives that could be incorporated into a
lesson plan for this field trip with direct references to the chosen standard set.
e) Why would this site be a good place for a field trip? What will students experience there that
enriches the instructional experience in your classroom? What kinds of activities might you ask
the students to do here. What observations might you ask students to make? What sorts of data
might they gather?
f) Does this site have teacher resource materials? Describe. If not, what should they develop?
What science teaching ideas will you adapt for your own classroom from the field trip?
The field trip written reflection will be due at the beginning of the lecture period on Thursday,
November 16th.
Exams:
There will be three exams and a final. Exams will consist of a combination of short answer, fillin the blank, and multiple choice questions.
Labs and Lab Quizzes:
Hands-on and web-based simulation activities will characterize our work in lab. The lab in ISCI
2002 is more like a teacher workshop than a laboratory course for science majors. The schedule
is provided below. Lab attendance is mandatory and there are no lab make–ups, so please make
every effort to attend lab. Missing more than 2 labs will result in an automatic failure. Lab
performance will be assessed via quizzes that will be administered the week following the
exercise. Quizzes will be given in the beginning of the lab period, so please be on time. If you
are absent for a lab, you will not be permitted to take that lab’s quiz, nor will there be any makeup lab quizzes. At the end of the semester, I will drop the lowest 2 lab quizzes. So, if you are
missing a lab quiz for any reason, that missing grade of a zero, will be dropped from your
average.
Late Work Policy:
Please take note of the due dates. Work that is late will be docked 10% for each calendar day
that it is late. For example if your paper is due on Thursday and your group turns it in on
Monday, your late penalty would be 40%.
Use of Technology:
Instructional technology is used to facilitate instruction in the lecture and on-line lab activities.
Students are encouraged to utilize instructional technology in the microteach component of this
course. The course instructor will assist students in locating and understanding their technical
equipment. Students are encouraged to use instructional technology (computer applications,
VCR's, camcorders etc.) in this course and in their teaching practice.
Diversity:
A variety of materials and instructional strategies will be used to meet the needs of different
learning styles of diverse learners in the class. KSU provides program accessibility and
reasonable accommodations for persons defined as disabled under Section 504 of the
Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services
are available to help disabled students with their academic work. In order to make arrangements
for special services students must visit the Office of Disabled Student Support Services (770423-6443) and arrange an individual assistance plan. In some cases certification of disability is
required.
Academic Integrity:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct,
as published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of
Conduct addresses the University's policy on academic honesty. Incidents of alleged academic
misconduct will be handled through the established procedures of the University Judiciary
Program, which includes either an "informal" resolution by a faculty member, resulting in a
grade adjustment, or a formal hearing procedure, which may subject a student to the Code of
Conduct's minimum one semester suspension requirement.
Please note that the following schedule is tentative and changes to the schedule will be
announced in class and posted on The course web site.
Week
Week 1,
August 21
Week 2,
August 28
Lecture Topic
Introduction
Lab
No lab this week
Force and Motion
Week 3,
September
4
Week 4,
September
11
Week 5,
September
18
Week 6,
September
25
Week 7,
October 2
Force and Motion
Lab introduction and Georgia Performance
Standards (GPS) K-5 Science
http://www.georgiastandards.org/science.aspx,
We will form microteaching groups.
Lab 1
Gravity
Lab 2 & Microteaching
Energy and Heat
Lab 3 & Microteaching
Electricity
Lab 4 & Microteaching
Magnetism
Lab 5 & Microteaching
Week 8,
October 9
Week 9,
October 16
Waves & Sound
Lab 6 & Microteaching
Light
Lab 7 & Microteaching
Week 10,
October 23
Week 11,
October 30
Week 12,
November
6
Week 13,
November
13
Week 14,
November
20
The Atom / Composition of
Matter
Physical Properties of
Matter and
Bonding & Chemical
Properties
Lab 8 & Microteaching
Periodic Trends
Lab 11 & Microteaching
Stars and Star Patterns
Thanksgiving
Lab 9 & Microteaching
Lab 10 & Microteaching
Week 15,
November
27
Solar System
IV. Resources and Funding required
What resources will be redirected to accommodate this course?
The faculty teaching this course will be those currently teaching SCI 2201. This
means that the same total number of sections SCI 2201currently taught will be
taught spread over two courses (ISCI 2002 and ISCI 2001).
Explain what items will cause additional cost to the department/college
Personnel
If additional sections of ISCI are needed, additional faculty will have to be hired.
Computer Technology
Library resources
Equipment A course lab fee will be assessed to help cover laboratory costs
associated with this course.
Space If additional sections of ISCI are needed, additional lab space will have to
be acquired.
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V. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office
of the Registrar once the course has been approved by the Office of the
President.
The form is required for all new courses.
DISCIPLINE ____Early Grade Education________________________
COURSE NUMBER ________ISCI 2002_________________________
COURSE TITLE FOR LABEL __Physical Science_________
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS ______2-2-3___________________________
Approval, Effective Quarter ______________Fall 2007_________________
Grades Allowed (Regular or S/U)
_________Regular_________________________________
If course used to satisfy CPC, what areas?
___N/A______________________________
Learning Support Programs courses which are
required as prerequisites
___________________________________________________
APPROVED:
______________________________________________________________________
Vice President for Academic Affairs or Designee
Submitted by: _____________________________________________
Faculty Member Date
___ Approved ___ Not Approved __________________________________________
Department Curriculum Committee Date
___ Approved ___ Not Approved ___________________________________________
Professional Teacher Education Unit: Program Area* Date
___ Approved ___ Not Approved ___________________________________________
Department Chair Date
___ Approved ___ Not Approved ___________________________________________
Teacher Education Council** Date
___ Approved ___ Not Approved ___________________________________________
College Curriculum Committee Date
___ Approved ___ Not Approved ___________________________________________
College Dean Date
___ Approved ___ Not Approved ___________________________________________
Undergraduate Policies and Curriculum Committee Date
___ Approved ___ Not Approved ___________________________________________
Associate VP for Academic Affairs Date
___ Approved ___ Not Approved ___________________________________________
President Date
*The PTEU Program Area Committee collaborates closely with Department Curriculum
Committees.
**Signature required for Teacher Preparation proposals (omit College Curriculum
Committee).
Form updated July 31, 2006.