SCE 4310
CLASS SITE: ZEB 115
Teaching Elementary Science (03 credits) – SPRING, 2014
SCE 4310 Section U0 4
Class Number: 15117
Wednesday – 5:00 pm - 7:45 pm
Instructor: Dr. George O’Brien
SYLLABUS CONTENTS PAGE
Syllabus Part 1
I. Instructor Background
II. Letter to Students / Teaching Philosophy,
III. Course Description
IV. Rationale
V. Course Objectives / Conceptual Framework / Outcomes
VI. Course Outline
VII. Required Texts; Collections/Resources
VIII. Field Assignments
IX. Instructional Strategies / Activities / Class Products
X. Course Requirements
XI. Course Policies (Written Work, Assignments and Attendance, In-Class
Assignments, Homework, Extra points, Point values of assignments, grading
scale)
XII. How to Succeed in this Course
Syllabus Part 2
Introduction
College of Education Conceptual Framework
Program Outcomes
Educator Accomplished Practices (FEAPS) Pre-professional Level, rev.
Pre-professional Teachers of English of a Second Language Florida, rev.
Teacher Certification Examination (FTCE) Expected Outcomes/Competencies
Purpose of Course
Taskstream Message
University Requirements
Code of Academic Integrity
Student Code of Conduct
Standards of Student Conduct
Undergraduate Academic Misconduct Definitions & Procedures
Students with Disabilities
Field Assignments
Field Experience Placement Policies & Procedures
MySpace/Facebook Scientist Poster
Taskstream Project
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SCE 4310
CLASS SITE: ZEB 115
Teaching Elementary Science (03 credits) – SPRING, 2014
SCE 4310 Section U04
Department
Instructor
E-mail address
Office hours
Location
Telephone
Class Number: 15117
Wed: 5-7:45 pm
Teaching and Learning
Dr. George O’Brien
obrieng@fiu.edu
Mondays 3-5 pm; Tuesdays 2-3:30 pm; Wednesdays #;30-4:30 pm and by appointment.
ZEB 257A
305-348-2599
I. INSTRUCTOR BACKGROUND
Let me introduce myself and tell you a little about me and my background. I attended the University of Massachusetts
in Lowell, MA and earned my BS degree in Biology, minor in Chemistry. I earned my MA from Teachers College,
Columbia University in New York City and PhD from The University of Iowa in Science Education. My wife Barbara of 27
years teaches middle school in Broward County. I have taught the SCE 4310 course or one just like it since 1985 at The
University of Iowa, University of Pittsburgh, and at FIU.
Before moving to Florida in 1988, I lived in the Pittsburgh area and before that in many destinations, but grew up in
Lawrence-Westford, MA. I have taught science in grades 5-12 in the Congo and in Botswana, Africa; Belo Horizonte,
Brazil; Hamburg, PA; Tampa, FL; Lawrence, MA; Iowa City, IA; and Miami, FL. I have been an active member in local,
state, and national organizations.
While at the University of Iowa, I held several positions as coordinator including: Summer Science Training Research
Program, NIH-Minority High School Research Apprentice Program, Iowa Cancer Society-Cancer Scholarship Program,
NSF-College Chautauqua, and NSTA/NSF Short Course focus on Technology in Middle Schools. During the last 28 years,
one of my major professional goals has been to help create, lead, and sustain academic learning communities. During
1985-88, I was an Assistant Professor at the University of Pittsburgh, heading the secondary science education program
while researching technology applications in science teacher preparation. I was awarded the Ohaus/NSTA Award for
Innovations in Teaching of College Science in 1988. At Pitt, I was one of the faculty leaders of several initiatives including:
the NSF-Community of Scholars Program, School of Education FIPSE Project-Science Education component, The
Pittsburgh Science Institute (Public Schools) Inservice and Seminars, and the Pittsburgh S-STS Project.
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Since 1988 while at FIU, I have collaborated with colleagues in many departments, taught and researched issues in
interdisciplinary studies, and studied constructivist-based teaching and learning. As co-leader, I have helped to sustain
long-term development in science and mathematics education in several large efforts including: the Integrated
Mathematics, Science, and Technology Programs, Partnership in Academic Communities (PAC), and the Physics
Education Research Group. I have authored or co-authored over 65 published manuscripts, and presented at over130
international, national, regional, and state conferences/meetings. I have reviewed papers for many professional
publications and conferences including: AERA, NARST, ASTE, SSMA, and NSTA. I have teamed with colleagues as PI, Co-PI,
and Senior Personnel for numerous funded projects. I was chairperson of the Elementary Education Department (19931998) and interim chairperson of the Curriculum and Instruction Department (2008-2009), and I am currently working
with faculty and associates from the Departments of Teaching and Learning, Leadership and Policy Studies, Earth and
Environment, Physics, Chemistry, Biology, and Mathematics in several funded and non-funded projects.
Contacting me: The best way to contact me is through email at obrieng@fiu.edu. I check my email periodically
throughout the day. If you email me, I will respond usually the same day. If you send an assignment via email, I will
send you confirmation that I received it. Make certain that you receive a confirmation. You can leave phone messages
at 305-348-2599.
II. LETTER TO STUDENTS / PHILOSOPHY OF EDUCATION
I am very pleased that you are in my Content and Methods of Teaching Elementary Science course. Although you may
look on this class as just another “required” course for your graduation and certification, I hope that you realize as the
class proceeds that you will be learning important skills not only for the classroom, but for you personally.
I have always been a proponent of the reformed movement in science education which centers on inquiry learning and
constructivism. Both inquiry and constructivism are based on learning and brain research. Therefore, this is how I teach
my class. You each come with varied experiences and knowledge. My job is to connect your prior experiences with
new knowledge that you can incorporate into your long-term knowledge. I base many of my teaching principles on
theories behind a learner-centered classroom. This is what will be modeled in my class.
This class is a three-credit-hour class and meets once a week. I realize this is a long time for you as a student. However,
there will always be a variety of activities within the class period. I am not a lecturer. My class is more a learnercentered class and models the constructivist / inquiry learning approach. This approach values the following:
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Active learning: active participation of the students in the learning process
An emphasis on higher-order thinking skills, e.g., judgment, evaluation
Group-based activities and interaction
Use of hands-on, minds-on investigative cognitive tasks
An emphasis of applying the habits of mind
An emphasis on applying the science process skills
An emphasis on good scientific communication skills
Developing science content knowledge
Discovering oneself as a capable learner and on a continuous path of professional development
Students learn most when they are engaged in their own learning which is enhanced when it is more a team effort.
Good learning is collaborative and social, not competitive and isolated. Working with others strengthens
communication skills and increases involvement in learning. Group interaction mirrors scientific argumentation and
involves sharing and perhaps defending one’s own ideas while evaluating and responding to others, in turn, deepening
understanding. Our group activities will be varied and will tap into your strengths and build on your lesser strengths.
Although there will be much group collaboration, there is still individual accountability on your part.
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I feel it is important to know my students. For this reason, I will ask you to form groups and sit at the same seat after the
first class. During the first class we will make a seating chart so I can better learn your names. During group activities, I
will be moving around the room to ask questions, make comments, and sometimes suggestions to further interact with
you.
III. COURSE DESCRIPTION
SCE 4310 Content and Methods of Teaching Elementary Science (3). Provides content and methods needed to
understand and teach Science and technology to elementary students of diverse backgrounds. Prerequisite: Three
lower-division science courses, one with a lab.
The CONTENT AND METHODS OF TEACHING SCIENCE course is the fourth of four science-focused courses in the
Undergraduate Program in Elementary Education (K-6) with ESOL Endorsement. SCE 4310 is the only specifically
required course that is based upon the several sets of standards and recommendations described in this document. As a
result, the course products are used to help demonstrate the growing knowledge, skills, and dispositions that preservice teachers need to demonstrate as they transform themselves into effective teachers of elementary science.
Every standard covered in this course, including the Habits of Mind, is meant to be delivered in other parts of the
program as well; however, expectations about the level of student performance are refined by measurement of specific
state content standards in formative testing administered in SCE 4310 course. Thus students in SCE 4310 are expected
to show mastery of some previously-taught outcomes, while still learning those outcomes unique to this course.
IV. RATIONALE
The course is significantly different than other courses that you have experienced in your University courses previously.
Work in SCE 4310 should be linked with other program courses. Students will be expected to bring in understandings
they gain from other courses.
We will be studying the basis of the science reform efforts through activities and readings which focus on children’s
understandings, pedagogy, the nature of science, and specific content knowledge. The course is a rigorous academic
look into the field of science education, where students are expected to utilize various resources to gain understandings,
skills, and dispositions in science and science education.
Many of the strategies and techniques used in teaching science will be modeled in class by the professor as well as the
students. Student participation is an integral part of class and the learning process. This being said, it is of the utmost
importance that students attend every class session. Most class work cannot be made up.
This course will proceed with four foundational philosophical elements:
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Learning science is a constructive act that by necessity involves prior understanding and social interactions.
Development of expertise in any area (both for teachers and students) requires reflective practice and formative
feedback.
Science is a process-driven endeavor and science knowledge is ever changing.
Underlying science skills are thinking skills, collectively referred to as the Habits of Mind.
Students taking SCE 4310 need to be advised of certain expectations and procedures as they begin study in this course.
Remember these are general guidelines only. Each semester, we are experimenting with the format and activities.
Additionally, some of the particular activities and requirements may change during the semester. Announcements in
class and on via email will supplement these guidelines. All work is guided by the conduct & rules written in the 20132014 Student Handbook. Some of the guidelines are reiterated as part of the SCE 4310 expectations for work (included
later in syllabus).
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V. COURSE OBJECTIVES / CONCEPTUAL FRAMEWORK / OUTCOMES
OBJECTIVES / CONCEPTUAL FRAMEWORK
Upon completion of this course, participants will have the understandings, skills, and dispositions listed below. Some of
the understandings, skills, and dispositions, are components (i.e., building blocks) of the Performance Standards for
Teachers of English for Speakers of Other Languages (ESOL) and the FTCE. At the completion of SCE 4310, the pre-service
teacher will have shown development of parts of some of the specific ESOL Performance Standards. To facilitate
development of the understandings, skills, and dispositions listed below, a course framework has been developed. These
nested levels are interactive, each contributing to the other. See below:
CONTENT
The content framework consists of four (4) major strands of knowledge (i.e., Content Knowledge,
Nature of Science Knowledge, Pedagogical-Content Knowledge, and Knowledge of Children’s
Knowledge). Components of the understandings in the specific science theme include:
1. Content Knowledge
a) critical concepts in the domain (e.g., force, motion, & energy, earth and space, matter, processes that shape
the earth, processes of life, how living things interact with the environment),
b) science practices, procedures, instruments, and forms that are engaged to study domain,
c) important “facts” to learn in the domain,
d) larger science themes related to domain,
e) how process skills are linked to domain,
f) the social ramifications of issues connected to the domain, and g) authentic problems linked to the domain;
2. Nature of Science Knowledge
a) the major theories in the domain that conflict, and the evidence to support each,
b) how understanding of concepts in the domain have changed over time,
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c) what prompted any changes,
d) the current hot issues in the domain, and
e) what scientific attitudes and processes are linked to the domain;
3. Pedagogical-content Knowledge
a)
b)
c)
d)
what classroom learning techniques lead to better science learning,
what leads to better equity,
how do these work when we try them,
what lessons, curriculum, and resources are there related to the domain, and what are the pros and cons of
each,
e) are the best ways to assess student learning, and
f) with what other subjects could this knowledge be integrated;
4. Knowledge of Children’s Knowledge
a)
b)
c)
d)
e)
f)
what do students know about the topic,
what are students interested in related to the domain,
are there developmental issues about learning the domain,
what else do we know about how children learn that can guide the teaching of domain concepts,
the community’s beliefs and understandings about the domain, and
language issues that make learning about the domain difficult.
THINKING VERBS FOUND IN COMMON CORE STANDARDS: These verbs are inclusive in
science process skills, as well as critical thinking skills.
THINKING
SKILLS
COGNITIVE
TASKS
THAT
DEMAND
SKILLFUL
THINKING
ANALYZE
APPLY
CLASSIFY
COMPARE
CONNECT
CONTRAST
DESCRIBE
DIAGRAM
DISCUSS
ELABORATE
EXPLORE
IDENTIFY
INTERPRET
JUDGE
OBSERVE
ORGANIZE
PARAPHRASE
PREDICT
REASON
REPORT
REPRESENT
RESPOND
SIMPLIFY
SOLVE
SUMMARIZE
VERIFY
VISUALIZE
COURSE OUTCOMES
Upon successful completion of this course, the pre-service teacher will demonstrate the
following dispositions. The ESOL Standards (see page 6 of the Part 2 Syllabus) are merged
where appropriate with the outcomes below.
1.0 UNDERSTAND, RECOGNIZE, AND USE THE FOLLOWING DIMENSIONS OF THE SCIENCE,
SCIENCE EDUCATION, AND TEACHING.
1.1 Understand an introductory component of the philosophy of science, science as inquiry, and the
nature of science (i.e., products, processes/methods, and attitudes), and how use of history in teaching
about the nature of science improves students understanding of science.
1.2 Use a framework to understand several science content theme-related topics (e.g., force, motion, & energy,
earth and space, matter, processes that shape the earth, processes of life, how living things interact with the
environment). As part of exploring the science content themes, students will explore and understand some specific
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inter- and multidisciplinary integrated contexts and approaches including those grounded in mathematics and social
studies
1.3 Understand different ways of knowing and learning science and the relationship of these understandings to
Florida’s LEP and ESE populations. In addition, students will come to recognize cognitive theories of learning and
behavioral psychology applications in the classroom.
1.4 Understand a constructivist viewpoint where conceptual knowledge of science is constructed: a) by learners over
time, b) within a social context, c) through a series of interactions with the content, d) when new information is
integrated with old information, and e) such that the result is an awareness of what is being learned.
1.5 Understand the nature of the National Science Education Standards and the Florida Curriculum Framework for
Science (PreK-6) proposed scope and sequences, associated curriculum resources including various assessment
strategies, and materials necessary for the development of an elementary science program for all students.
1.6 Recognize a variety of ways to access knowledge and information in science education, including educational
research, professional journals,(including Science and Children), the Internet, WWW, conferences and workshops
2.0. APPLY AND RECOGNIZE THE FOLLOWING SKILLS.
2.1 Recognize direct and indirect teaching/learning strategies including “hands-on, minds-on” inquiry-based and
discovery instructional strategies as well as effective and ineffective instruction for limited English-language
proficiency (LEP) students.
2.2 Develop: a) scientific process skills, b) problem solving and critical thinking skills, and c) computer and other skills
related to applications in technology in elementary science education in the context of in- depth study of ‘science
content theme-related topics.’
3.0 DEVELOP AND ENHANCE SCIENCE EDUCATION AND TEACHING DISPOSITIONS.
3.1 Disposed to relate science content to teaching and the construction of pedagogical content knowledge.
3.2 Disposed to utilizing resources such as the National Science Education Standards, New Generation Florida
Sunshine Science Standards, Educator Accomplished Practices, and local curriculum frameworks in developing
classroom year-long and short-term goals and instructional practices for all students in science.
3.3 Disposed to addressing equity issues in teaching elementary children.
3.4 Disposed to producing a well-thought out, rationale for teaching science which is compatible with the knowledge
base including the understandings, skills, and other dispositions listed in the objectives above.
3.5 Disposed to using a framework (see Understanding 1.2 above) to study science content.
HABITS OF MIND embodies the content skills, thinking skills and applying those thinking skills (skillful
thinking that underlies science and critical thinking skills in general across the curriculum.
HABITS OF MIND
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VI. COURSE OUTLINE – Major Topics
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Importance of Elementary Science
Culture of Science
Habits of Mind
Inquiry Learning
Teaching by Inquiry: science process skills, the Learning Cycle
Nature of Science
How We Learn – Constructivism
*Piaget, Vygotsky, Bruner
*Assimilation and accommodation
*Multiple intelligences
*Learning styles
New Generation Science Standards (NGSS)
National Science Education Standards (NSES)
Lesson Planning
Instructional Strategies
Safety in the Science Classroom
Assessing Science Learning
Integrating Science
Teaching Science to Diverse Learners
Florida New Generation Sunshine Science Standards Grades pre K-5
Science FCAT
Challenges in Teaching Elementary Science
Informal Science & Community Resources
Science & Technology
VII. REQUIRED TEXTS
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There are really two required “texts” in the broad term from which we will drive information. One of these “texts” is
your 15 required field hours in a field school. It is here and through your four field assignments that you will both glean
information about and experience elementary science teaching.
Placement in a Field School (Preferable grade level placement at Grades 3-5 for Elementary majors and Grades K-2 for
Early Childhood Education majors). See Field Assignments. 15 field hours are required for SCE 4310
The other is an e-text. You will be purchasing access to The NSTA Learning Center for Pre-Service Teachers. On this site
you will have access to over 9000 resources in the Learning Center. You will have access to the four NSTA journal
articles: Science and Children (early childhood and elementary), Science Scope (middle level), Science Teacher
(secondary level) and Journal of Science College Teaching; Science Objects (learning sessions on content); SciPacks (10hour interactive learning sessions on science content and concepts, mentoring on content via email; SciGuides (custom
lesson plans, simulations, vignettes on the lesson’s content, student work samples; Web Seminars and Podcasts
(content lectures from leading scientists, engineers and PD experts); and E-book chapters (award-winning titles with
practical techniques.
You will also need:
a. (1) Bound Composition Notebook (100 sheets), wide or
narrow ruled
b. (1) 1-1/2 inch portfolio binder
c. National Academy Press. (2012). A Framework for
K-12 Science Education: Practices, Crosscutting
Concepts, and Core Ideas from
http://www.nap.edu/catalog.php?record_id=13165
d. Sunshine State Standards for Florida’s Teachers
(grades K-5)
e. Collections in Learning Resource Center from
Instructor
Collections can include any combination of: journal articles, science guides, science objects, science packs, archived web
seminars, pod casts, and book chapters. The following are the titles of the collections that I have organized for you for
our class work.
These collections will appear in your My Library under the third tab, MY RESOURCE COLLECTIONS. You need to put an
individual article in your My Library before you can open it. Once the resource is in your My Library, it is yours forever.
Collection titles:
5E Learning Cycle
Accommodating All Science Learners
Concept Development
ELLs Learning Science
Engineering
How Do Students Learn Science?
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How Do We Know Students are Learning?
Inquiry
Misconceptions
NGSS
NOS – Nature of Science
Reading, Writing & Science
Safety Is Elementary
Science Argumentation & Discourse
Science Habits of Mind
Science Process Skills & Practices
STEM & Engineering
What Does a Good Science Class Look Like?
VIII. FIELD ASSIGNMENTS
Fifteen hours (15) of fieldwork is required for this course. There are four field assignments to be completed at the field
school with the support of the field teacher. There is a separate addendum for the details of each Field Assignment
which includes both the instructions/description and the scoring sheet.
IMPORTANT NOTE: All students need to be placed in a field school for SCE 4310. See Dr. Judith Cohen and/or Ms. Mary
Ann Gonzalez in the Clinical Supervision Office, ZEB 220, Tel. 348-2082 for field placement info. All field school site
visitations should be documented. All SCE 4310 field experiences including orientation, FAs, and other science-based
visits/observations should be documented in a field experience log (in your JOURNAL) that may be collected and
checked periodically by Dr. Sparrow. All visits need to be recorded in the log as well as the green sheet and cooperating
teachers must sign each entry (green sheet only). Dr. Sparrow should receive a copy of the completed field experience
green sheet (including cooperating teacher signature) no later than during the last class date of SCE 4310 (December 3,
2011). Note: students should complete each field assignment (FA) per the schedule below. Do not hold field
assignments beyond the due dates. If you have special circumstances, contact the Dr. Sparrow.
Each Field Assignment is to be treated as a formal paper. It should be typed (word-processed) and neat and organized
as the instructions/scoring sheet so the professor or reader can follow your responses. Proofread your work for
grammatical and spelling errors before it is handed in. The scoring sheet should be attached to the field assignment
report. Be certain that you have responded to each part of the Field Assignment completely according to what is asked
of you.
A scoring rubric for each field activity (i.e., FA 1 through FA 4) will be given to each student. Print the scoring sheet and
read carefully. Attach a copy of the scoring sheet for each field assignment turned in to the professor.
Field Assignment
FA #1
FA #2
FA #3
FA#4
Date due :
Check assignment sheet
Check assignment sheet
Check assignment sheet
Check assignment sheet
IX. INSTRUCTIONAL STRATEGIES/ACTIVITIES / CLASS PRODUCTS
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As mentioned before, this class will conducted from a constructivist, inquiry-based approach. Students will work as
collaborative groups in class. Out of class, students will have individual homework and field assignments.
Again, this type of approach values the following:
• Active learning: active participation of the students in the learning process.
• An emphasis on higher-order thinking skills, e.g., judgment, evaluation.
• Development of skills and a strong knowledge base.
• Accommodation to various learning styles.
• Group-based activities and interaction.
• Use of hands-on, minds-on investigative activities.
Specific instructions and descriptions for the following activities will be in the second part of the syllabus which will be
email to you (except homework).
Homework assignments (not inclusive).
See SCE 4310 Assignments for due dates. Specific information will
be given in class the week before for each assignment. The assignment will be the last slide of each week’s powerpoint.
Each assignment is 10 possible points. These are examples of homework and not an inclusive list.
Concept Mapping
Lesson Planning
Summary / reflection to science reading assignment
Lesson Planning Worksheet (part of FA #4)
Your Philosophy of Elementary Science Education
Topic papers
Field Assignments. See Section VIII.
Projects / Mini-Projects/Assessments
Conceptual Development Study (TaskStream): TaskStream Science-based Experience for SCE 4310 is an individual
study into the development of a given concept longitudinally (K-12) and more specifically K-5. This study will include
writing, teaching and evaluating a lesson plan, student interviews, and an analysis of students’ concept development.
Journals: Students will use a bound composition book as their Science Journal. The journal will include reflections from
each class, class notes / activities, field hours dates and times; lab experiments – data, procedures, etc. You will need to
have your journal with you every class session.
Class Notebook: This is a compilation of your daily (class) learning analyses (that you will write at the end of each
class) and your papers, handouts and student work from the semester that are organized. You will keep your papers
organized in this notebook day by day.
Topic Papers: A written paper demonstrating your understanding of a given topic based on readings from journal
articles, classroom activities, and field school experiences.
QUESTS: A QUEST is a cross between a quiz and a test. It is a paper-pencil assessment of your learning of the textbook,
class activities, lab activities and power point information. Each QUEST will be worth 20-40 points. There will be two or
three QUESTS during the semester. They will be taken during 30 minutes of the class time. See assignment schedule for
dates. I will give you a Study Guide for the QUEST the class before one is scheduled. QUEST may be in the form of a
topic paper.
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Postings in Private Forum in NSTA Learning Center: Students will be expected to respond and post comments,
explanations, summaries, etc. in our Forum in the Learning Center.
NSTA Portfolio / Final Exam: In lieu of a final exam, you will be completing an analysis of your learning using the
Learning Center’s Professional Development Plan and Portfolio to create standards-based goals, define evidence of
progress toward those goals, and reflect on progress toward those goals. (100 points)
NSTA Learning Center Activities http://learningcenter.nsta.org/
Specific instructions and guidelines for each
activity will be given in class. See list of requirements and options in Class Assignments.
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attend the web seminar on using the LC and/or other web seminars
set up your profile in the Learning Center
set up your personal Professional Development plan
create a collection that you can draw from in writing and teaching (in your field school) an inquiry lesson plan;
write a review of a fellow student's collection;
visit the forums
X. COURSE REQUIREMENTS
Each of the course products is graded numerically, and the final grade in the course is based on the total points earned
in the course. Consideration is also given to class attendance and punctuality, class participation, and quality of work
submitted. Students are given grading forms for each assignment that specify the exact content required for each part
of an assignment. The total points for the class grade equals approximately 800.
Requirements for SCE 4310 These requirements must be met to pass this course in addition to the
cumulative points accrued.
1. Satisfactorily complete all assigned Field Assignments with a C or better score.
2. Complete 15 field hours and record on TaskStream.
3. Complete TaskStream project satisfactorily and enter on TaskStream.
XI. COURSE POLICIES
All class assignments, field assignments, outside assignments, quizzes, and tests are to be completed and turned in to
the instructor in a timely manner for one to earn a satisfactory grade of C or better for this course. If a student does not
turn in all field and project assignments by the end of the semester, that student will receive an F grade in the course. All
assignments must be delivered to Dr. Sparrow on or before the last class.
A. Written work
1. Write your name, course number, instructor, and date on each page submitted. Separate tasks or parts of tasks
with heading.
2. Do not take materials verbatim from sources unless material is shown as a quotation; the assumption is that the
material is in your own words. References to authors and quotations should be noted and listed in the
reference section.
3. The instructor reserves the right to question students orally about their own papers to see if they fully
understand what they have written.
4. When references are used, a reference list and/or bibliography should be placed at the end of the paper
showing the sources used for the paper.
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5. The assumption is made that more than the assigned texts will be used as sources for research reports and other
papers.
6. Attention should be given to English usage, grammar and mechanics appropriate for formal writing. Guidelines
for nonsexist use of language in NCTE publications should be used in writing papers. Papers should be proofread before turning in. Use your spell checker. Students may be asked to resubmit papers that have too many
grammar and/or spelling mistakes. If the problem persists, students will be asked to attend the Writing Center
on campus and show significant writing improvement before they receive a grade in the class.
7. Students must successfully complete all tasks (in-class, field assignments, Learning Center assignments and
activities and outside class activities) to earn credit for the course. Students are expected to make every effort to
complete all course requirements during the term in which they are registered. Record of all field site visits
must be supplied upon request.
8. Unless the instructor specifically announces that papers may be done by persons working together, the
instructor assumes that papers are the work of the individual whose name appears on it when turned in. Papers
are expected to be the original work of the individual. If a paper is given to a group to complete, then it is
expected that each person in the group contributes. If a paper or assignment is made individually, then it is
completed by each person individually.
Note the FIU Integrity Policy:
Florida International University is a community dedicated to generating and imparting knowledge through excellent
teaching and research, the rigorous and respectful exchange of ideas and community service. All students should respect
the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning.
Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for
themselves, their fellow students, and the educational mission of the University. All students are deemed by the
University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic
Misconduct procedures and sanctions, as outlined in the Student Handbook.
Misconduct includes: Cheating – The unauthorized use of books, notes, aids, electronic sources; or assistance from
another person with respect to examinations, course assignments, field service reports, class recitations; or the
unauthorized possession of examination papers or course materials, whether originally authorized or not. Plagiarism is
the use and appropriation of another’s work without any indication of the source and the representation of such work as
the student’s own. Any student, who fails to give credit for ideas, expressions or materials taken from another source,
including internet sources, is responsible for plagiarism.
9. The same paper is not acceptable to fulfill assignments in more than one course.
10. For record-keeping purposes, the professor reserves the right to keep all student papers on file indefinitely. Final
examination papers will not be returned to the students.
11. To avoid problems of misplaced assignments, you should make a copy of all work turned in.
12. When group assignments are given, students are expected to divide work evenly on the class assignment.
Students will be asked to give feedback on how much work each group member gave (equity sheets). Students
not pulling their fair share will lose credit.
B. Assignments and Attendance
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1. Assignments, for the most part, reading assignments are all contained in the SCE Assignment profile. Usually,
there will also be some type of written homework due for the next class session. However, the professor
reserves the right to make additional assignments which in the professor’s opinion will help students achieve the
course objectives.
2. Because of the nature of the course, attendance is required. “Hands-on/minds-on” activities, team
projects, reports, discussion, and debate make up critical parts of class activities; consequently, when students
are not there, they may miss important experiences that are impossible to makeup in other ways. Hence,
absences will result in poorer performances by students.
3. *Note, after one absence, students may be asked to meet with the professor to discuss that student’s progress
in the course. Students coming late to class may be counted absent. Students leaving early may be counted
absent. Students are held responsible for what has been missed. After one absence from class, past records
indicate that students place themselves in a higher degree of jeopardy to fail the class. Perhaps more
importantly, however, is that student absences interfere with the academic development of peers in the class.
The class team projects, which entail in-class and out-of-class work, are successful only with equal and full
participation by all students.
4. Using e-mail. Students will be encouraged to use e-mail to contact the professor and to utilize the Internet to
locate resources such as lesson plans. (Remember to credit your sources when you do!). It is important for you
to be able to regularly access an account to check for messages. The professor will not only be sending
reminders on e-mail about work assignments, but also distributing messages by e-mail about issues in science
education.
5. Using rubrics for grading. Some of the grading for the course will be done by using rubrics and scoring check
sheets which indicate whether students have included the necessary information as part of the assignment. If
you do not answer the questions or give only partial answers you will lose credit. If you do not know the answer,
please SAY SO! Do not ignore the question.
6. Professionalism: Enrolling in the College of Education places special demands on our students. You’ll be
preparing for teaching to be starting soon after you graduate. Therefore, I’ll expect certain behaviors
from Education students that are not expected in other colleges in the University:
 Timeliness—You are expected to arrive in class on time and remain until the end of class.
 Interruptions -- Cell phones, laptop computers, and pagers must be shut off during class time
(unless otherwise noted by the instructor).
 Attention—Students should give their full attention to whoever has the speaking floor: i.e. professor
or fellow student. It is important that you respect the speaker and our class discussion by giving it
your full attention.
 Ad Homonym critiques—Critiquing what the speaker says will be encouraged; critiquing the speaker
will not be tolerated. This includes personal attacks.
 Group work—Several of our projects involve group work. You are expected to do your fair share of
work in the group. Group work necessitates planning so that members can meet at mutually agreed
upon times and there is responsibility taken for insuring work equity.
 Ethical behavior
Students [must] bring his/her JOURNAL and Notebook and other course materials to all class meetings. Students
should expect to be doing some hands-on, minds-on investigations each week, sometimes outdoors (dress
appropriately), sometimes in computer labs. Note: Instructors retain the right to modify the course syllabus for any
reason throughout the semester provided that: a) Fair and adequate notice is given to enrolled students; b)
Modifications to the syllabus are not arbitrary or capricious; and c) Students are not unfairly disadvantaged by midsemester changes to grading standards, attendance standards, or performance measures.
C. In-class Assignments
In-class assignments will include individual activities and group work. Usually at least one in-class activity will be
graded/awarded points. These in-class assignments cannot be made up. All work needs to be included in the student’s
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personal JOURNAL or organized in his/her Development Portfolio. The instructor will provide the grading criteria and
deadlines for each assignment.
D. Homework
Homework assignments are expected to be turned in on the due date. However, all assignments must be completed
and turned in to the instructor within the grace period for one to earn a satisfactory grade of C or better for this course.
E. Extra points
Extra points may be earned in several ways. Extra points will be awarded on assignments that are exceptionally well
done. Extra points may also be earned exceeding the required assignments in the Learning Center after the completed
work is completed.
F. Due Dates
Assignments are to be turned in on the assigned due date. All assignments should be word-processed (unless otherwise
stated) and put in the plastic table folder.
Field and homework assignments may be emailed to the professor no later than the Saturday at 11:59 pm following the
date an assignment is due with no penalty (grace period). After that time, a 10% penalty will be assessed to assignments
for each week past the due date. If an assignment is more than two weeks overdue, there will be no credit unless an
extension has been given by the professor.
If there is a problem with completing an assignment on time, the student should contact Dr. Sparrow, explain the
reasons, and request an extension.
If you are absent, you are still responsible for turning in any assignments via email to the professor during the grace
period for no penalty.
G. Point values of assignments (totals are approximate) Assignments are tentative and subject to change at
the instructor’s discretion to best meet student needs.
Assignment
Points
Micro Teach using the 5E/alternative
Field Assignments (FAs) @ 100 each
Homework Assignments @ 10 points each
In-class Activities @ 5 points each
In-class Reflections @ 20 points each (in separate 3-ring binder)
College of Education TaskStream Assignment – Critical Assignments 1, 2 & 3 combined
Student’s Science JOURNAL
Student’s Developmental Portfolio (3-ring binder)
SciPack Final Assessment
Learning Center Activities and Usage and Classroom Professionalism
Final Exam/PD Plan Portfolio
Webinar attendance and reflection @ 50 points each (January 20 and February 27) TBD
Total Points
200
400
100
50
100
300
100
50
100
100
100
100
Est. 1700
Point
Tracker
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Students will need the following Minimum Percentage Totals to earn corresponding grades (e.g., if there are 600 points
possible and a student earns 500 points, 530/600= 88%, a B+, if all assignments are completed satisfactorily and
attendance record is excellent (i.e., no more than 1 absence during the semester.)
A = 93% (1581 and up)
A- = 90%
B+ = 88%
B = 83%
B- = 80%
C+ = 78%
C = 734%
C- = 70%
D+ = 68%
F = below 60% OR has not met course’s three
D = 63%
requirements
D- = 60% (1100 points)
XII. HOW TO SUCCEED IN THIS COURSE
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Come to class each on time prepared and with your JOURNAL.
Read the assignments for each class session. Complete the associated questions, study guide, etc.
If you have a question or are not clear on an assignment, email for clarification.
After each class I will email you the power point that I used in class. I will also send you any papers that were
distributed in class and any papers/information that you need for a homework assignment.
The assignment will always be the end slide of the power point.
Keep up with the assignments, projects and field assignments as they are assigned. Turn in assignments by the
due date or during the grace period.
This is a three hour class. It is the expectation of the university that you will spend at least six hours of time
outside of class (e.g., reading, homework assignments, field hours, etc.)
Review the power point information and what was done in class. There will always be an agenda at the
beginning of the power point. Use this to help you review what happened in class. Go back and review the
class activities with your JOURNAL. Write your reflection if you didn’t write it in class.
SUGGESTION: Keep a folder of the class emails, so they are all in one place.
Review what information and what you need to do for each field assignment.
Set up a tentative schedule for yourself for what you need to do during each visit to your field class. If you have
a 5th grade class, you’ll need to plan around the FCAT. You also need to plan around spring break.
Get the contact information of the students in your table group. If for some unusual reason you miss class,
you’ll have the power point and the email / phone information from your table mates. Contact one of them so
you’ll know what you missed and if there’s anything you need to do.
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