SYLLABUS - SCE 4310 (U01)
CLASS SITE: ZEB 115
Content and Methods of Teaching Elementary Science (03 credits) [Fall, 2011]
SCE 4310 Section U01 Class Number: 81360 Tuesdays 5 P.M. - 7:40 P.M.
Dr. George E. O'Brien
ZEB 257A, Phone: (305) 348-2599
E-mail address: obrieng@fiu.edu (The best way to contact me is via e-mail.)
SCE 4310 U01 Class Home Page: http://www.fiu.edu/~obrieng/SCE4310ob.html
Office hours: Tuesdays 1:30 p.m. - 4:30 p.m.; Wednesdays 11:00 a.m. – noon, 3:30 p.m. - 4:30 p.m.
Course Co-requisite: Placement in a Field School (Grade level school placements in Grades K - 8), 15 hours
minimum
I. 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 (1-6) with ESOL Endorsement. SCE 4310 is the only specifically required course
that is based upon the several sets of standards and recommendations described in SCE 4310 documents. As a result,
the course products are used to help demonstrate the growing knowledge, skills, and dispositions that pre-service
teachers need to demonstrate as they transform themselves into effective teachers of elementary science. Every
standard covered in this course is meant to be delivered in other parts of the program as well. Thus students in SCE
4310 are expected to show mastery of some previously-taught outcomes, while still learning those outcomes unique
to this course.
II. 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 three 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 practice.
Science is a process-driven endeavor and science knowledge is ever changing.
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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, the webpage, and via email will supplement these guidelines. All work is guided by
the conduct & rules written in the 2011-2012 Student Handbook. Some of the guidelines are reiterated as part of
the SCE 4310 expectations for work (included in the syllabus).
III. 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. (See Table 1. below)
The 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:
Table 1. SCE 4310 Class Four Strand Framework
1. Content Knowledge
2. Nature of Science
Knowledge
3. Knowledge of
Children's Knowledge
4. Pedagogical Knowledge
A. What are driving questions we
could ask?
A. What are the major theories in
the domain that conflict? What is
the evidence to support each?
B. How has the understanding of
concepts in the domain changed
over time?
C. What prompted these changes?
(e.g. new evidence, new
technologies)
A. What do students know about
topic?
A. What learning strategies lead to
better science learning?
B. What are students interested in
related to domain?
B. What leads to better equity?
C. Are there developmental issues
about learning the domain? (e.g.
degree of abstraction)
C. How can technology help with
learning this material?
D. What are current hot issues in
the domain?
D. What else do we know about
how children learn that can guide
teaching of domain concepts?
E. What are scientific attitudes &
processes? How are these linked to
the domain?
F. What science products
(including facts, laws, and theories)
are related to domain?
E. What are community's beliefs
and understanding about domain?
D. What lessons, curriculum, and
resources are there related to the
domain? What are pros and cons of
each?
E. What are the best ways to assess
student learning? (process, product, &
attitude)
F. With what other subjects could this
be integrated?
B. *What are critical concepts in
the domain?
C. What science practices,
procedures, instruments, and
forms are engaged to study
domain?
D. What are important "facts" to
learn in domain?
E. What larger science themes
(unifying concepts in the NSES)
are related to domain?
F. How are process skills linked
to domain?
G. What are social ramifications
of issues connected to domain?
F. What language or cultural issues
make learning about domain
difficult?
G. What professional education
resources can assist us with studying
the domain?
*Note: Content Knowledge, 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).
COURSE OUTCOMES
Upon successful completion of this course, the pre-service teacher will demonstrate the ability to:
1.0 UNDERSTAND, RECOGNIZE, AND USE THE FOLLOWING DIMENSIONS OF THE SCIENCE,
SCIENCE EDUCATION, AND TEACHING
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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 a couple of 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
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 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, 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.
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IV. REQUIRED MATERIALS
Textbook required:
Teaching Science to Every Child: Using Culture as a Starting Point (2007) by John Settlage and Sherry A.
Southerland ISBN-10: 415-95637-4, ISBN13: 978-0-415-95637-6
Other materials: Bound Composition Notebook (100 sheets), wide or narrow ruled; 1 1/2 or 2 inch 3-ring
binder (portfolio).
A TaskStream Account is required for SCE 4310. Go to the College of Education homepage at
http://education.fiu.edu/ and link to TaskStream page for information.
Note: Quizzes will be announced for a given date during the previous class session. The Final Exam will consist
either partially or entirely as a take-home assignment during last week or two of the semester.
Note: There is a textbook reading/study assignment for each class required for this course.
SCE 4310(U01) Fall, 2011 List of Weekly Textbook Reading Assignments:
Wk#/ Class Dates Reading Assignments
1/ 8-23 Forward, Preface, & Chapter 1 Forming Commitments to Science Teaching
2/ 8-30 Chapters 2 Basic Science Process Skills I
3/ 9-6 Chapter 3 Basic Science Process Skills II
4/ 9-13 Chapter 4 Approaches to Science Instruction
5/ 9-20 Chapter 5 The Learning Cycle
6/ 9-27 Chapter 6 Questioning Strategies/Leading Discussion
7/ 10-4 Chapter 7 From Activity to Inquiry
8/ 10-11 Chapter 8 The Nature of Science
9/ 10-18 Chapter 9 From Lessons to Units
10/ 10-25 Chapter 10 Integrating Science with Other Subjects
11/ 11-1 Chapter 11 Assessing Students' Science Learning
12/ 11-8 Chapter 12 Managing a Classroom for Science Learning
13/ 11-15 Chapter 13 Educational Technology and Science Teaching
14/ 11-22 Chapter 14 Teachers Negotiating Different Communities
15/ 11-29 Final Exam Study Guide
16/ 12-6 Last class Final Exam
V. FIELD ASSIGNMENTS
Fifteen hours of fieldwork is required for this course. There are five major 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 Portfolio) that may
be collected and checked periodically by Dr. O'Brien. 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. O'Brien 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 6th). Note: students should complete each field assignment (FA) per the schedule
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below. Do not hold field assignments beyond the due dates. If you have special circumstances, contact the Dr.
O'Brien.
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 5) will be given on our class webpage. 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 & Date due to Dr. O'Brien
FA #1 Sept 27
FA#4 Nov 15
FA #2 Oct 11
FA#5 Nov 22
FA #3 Oct 25
VI. INSTRUCTIONAL STRATEGIES/ACTIVITIES/CLASS PRODUCTS
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.
Science Notebook: Students will use a bound composition book as their Science Notebook. The notebook will
include reflections from each class, class notes / activities, science activities & experiments – data, procedures, etc.
You will need to have your notebook with you every class session.
3 – Ring Binder (Portfolio): Your portfolio is a collection of your work and other weekly materials, handouts,
entries, etc. It will be something you can keep and refer to. Some of the entries will be homework assignments
you’ve completed during the semester. Other entries will be from in-class work.
Final Exam: The final exam will be given either as a take home exam, or during the last week of the semester, or a
combination of take home and in-class during the last week. You will be given a Study Guide/during class review to
focus your review and preparation.
VII. 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. The total points for the class grade equals approximately 550.
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Point values of assignments (totals are approximate)
Point values of assignments
Assignment Points (Max)
Note: Attendance/on-time, fulltime, per day/engaged
in activities during class is required to earn credit/points for in-class activities
In-class Activities (Checked includes activities from textbook & others)
140
SCE 4310 Field Log Form/Taskstream form completed (all details), signed
10
Quizzes (Q#1=10; Q#2=10, etc.)
50
College of Education Taskstream Assignment
30
Homework Activities
70
Other projects, surveys, reflection papers, from class & homework
55
Field Activities (FAs)
75
Student Portfolio (Completed 3-ring Binder)
20
Final Exam/Paper
100
TOTAL POINTS
550
Students will need the following Minimum Percentage Totals to earn corresponding grades (e.g., if there are 550
points possible and a student earns 475 points, 475/550= 86%, a B, if all assignments are completed satisfactorily
and attendance record/work during class is excellent (i.e., no more than 1 absence during the semester.)
A = 93% B = 83% C = 73% D = 63%
A- = 90% B- = 80% C- = 70% D- = 60%
B+ = 87% C+ = 77% D+ = 67% F below 60%
All assignments must be delivered to Dr. O'Brien on or before the due-date in class.
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.
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 class, homework, and Field Assignments with a C or better score.
2. Complete 15 field hours of field work or more and record on TaskStream.
3. Complete TaskStream project satisfactorily and enter on TaskStream.
VIII. COURSE POLICIES
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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.
2.
3.
4.
5.
6.
7.
8.
Write your name, course number, instructor, and date on each page submitted. Separate tasks or
parts of tasks with heading.
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.
The instructor reserves the right to question students orally about their own papers to see if they
fully understand what they have written.
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.
The assumption is made that more than the assigned texts will be used as sources for research
reports and other papers.
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 proof-read 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.
Students must successfully complete all tasks (in-class, field assignments, 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.
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.
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.
11. Final examination papers will not be returned to the students.
12. To avoid problems of misplaced assignments, you should make a copy of all work turned in.
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13. 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
1.
2.
3.
4.
5.
6.

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.
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.
*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.
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.
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.
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, lab top 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.
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
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 the textbook, science notebook and Portfolio/3-ring binder 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 mid-semester changes to grading standards, attendance standards, or performance measures.
C. In-class Assignments
In-class assignments will include activities and chapter work. Usually at least one in-class activity will be
graded/awarded points. All work needs to be included in the student’s personal science notebook or organized in
his/her 3-ring binder Portfolio. The instructor will provide the grading criteria and deadlines for each assignment.
D. Homework
Students will be assigned work from each chapter. Homework will also include reading/reporting on articles that
supplement the text. Selected work needs to be included in the 3-ring binder Portfolio.
Homework assignments are expected to be turned in on the due date. However, all assignments must be completed
and turned in to the instructor in as timely a manner as possible for one to earn a satisfactory grade of C or better for
this course.
College of Education Conceptual Framework
The desired future of the College of Education at Florida International University is one in which candidates,
faculty, and staff embrace the shared experiences of a diverse, international, professional-learning community. The
College, therefore, strives to facilitate diverse learning environments where knowledge becomes the means to foster
goal attainment for all those involved in the learning process. This process necessitates the highest ethical standards,
while emphasizing inquiry as the means-ends connection to enhancing reflective intelligence in a changing social,
political, cultural and technological world.
The College of Education is charged to prepare professionals who have the knowledge, abilities, and dispositions to
facilitate and enhance learning and development within diverse settings. Consequently, the college promotes and
facilitates the discovery, development, documentation, assessment, and dissemination of knowledge related to
teaching and learning by developing professional partnerships in the larger community that foster significant
educational, social, economic and political change.
To achieve “a wisdom” which influences the conduct of life in the unit, the unit views teaching and learning as selfrenewal, in other words, as being similar to living things that renew themselves “through action upon the
environment” (Dewey, 1916/1944, p. 2). According to John Dewey (1916/1944), “Education, in its broadest sense,
is the means of this social continuity of life” (p. 2). Teaching and learning in the unit thus fosters and nurtures a
cultivating process, thus giving attention to the conditions of growth (Dewey, 1916/1944, p. 10). Since “We never
educate directly, but indirectly by means of the environment” (Dewey, 1916/1944, p. 19), then the faculty in the unit
seeks to create the kind of teaching and learning environments that elicit the mental and moral sensibilities
consistent with reflective intelligence (that is making candidates’ and the faculty’s conduct more intelligent).
Teaching and learning as “self-renewal” suggests that we must cultivate the minds of learners and provide them with
the rich intellectual, pedagogical, and dispositional soil to grow personally and professionally. This “soil of
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learning” must, therefore, be filled with knowledge of subject, professional and pedagogical knowledge and skills,
and dispositions, that is, habits of mind.
The educational environment in the unit, conducive to this philosophy, is thus structured to challenge candidates to
engage in the habits of thinking that are consistent with reflective inquiry or as termed by Dewey, “the essentials of
reflection” (Dewey, 1916/1944, p. 163).
To engage in reflective inquiry presupposes a form of personal, intellectual and social renewal. Consequently, the
unit sees a special connection between growth and the application of things already known (subject matter and
skills) for the purpose of improving social conditions. This requires candidates’ acquisition of dispositions both
intellectual and social.
Consequently, teaching and learning as self-renewal is meant to help both candidates and faculty develop relevant
intellectual and social dispositions that reinforce their being “mindful” and thoughtful in their professional practice.
The unit’s learning outcomes for candidates at both the initial and advanced levels are that graduates will be:
(a) Stewards of the Discipline – having the necessary concepts, knowledge and understandings in their respective
field of study.
(b) Reflective Inquirers – knowing how to use the requisite generic skills needed to apply the content and
pedagogical content.
(c) Mindful Educators – being able to apply the dispositions, that is, habits of mind (intellectual, and social) that
render professional actions and conduct more intelligent.
Required Field (Elementary/Early Childhood School Based) Assignments [Field FAs] Look at Instructions and
Scoring Rubrics for each Assignment
[READ ALL MATERIALS CAREFULLY DURING WEEK 1]
* 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 that may be collected and
checked periodically by Dr. O'Brien. All visits need to be recorded in the log and cooperating teachers must sign all
pages to the final documents. Dr. O'Brien should receive the completed field experience log (including cooperating
teacher signature) no later than during the last class date of SCE 4310. Note students should complete each FA as
scheduled below. Do not hold field assignments beyond the due dates. If you have special circumstances, visit the
instructor during his office hours.
FA 1 -- Science Instruction at Your assigned Field School-- Instructions, important to also see FA1 scoring rubric
sheet linked below before you begin work.
Instructions -- Plan on discovering as much about the science program and science curriculum at the intern field
site as possible. Schedule an interview with your assigned teacher and either the building principal or vice principal,
or a second teacher. Document and report in the FA1 assignment (note that this documentation and reporting is
required for all of the FA assignments), the name of the school, school’s address, grade level (s) of placement,
and the teacher assigned as cooperative teacher, location at the school where interviews or assignment took
place, format/environment in which the interviews took place. In addition, note the day and times that any work
is completed. For FA1, also document and report each teacher interviewed, and/or administrators or specialists
interviewed. In this and each of the field assignments, students must submit original field notes or audio/video
disks/tapes! In your report, specify answers to questions that different individuals might give. Write important
observations you make during classroom science teaching. Note in your report, exact times, dates, and specific
locations where each of the interviews were completed. The primary Florida Educator Accomplished Practices
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(FEAPs) that this assignment relates to are Assessment, Communication, Continuous Improvement, Critical
Thinking, Diversity, Human Development of Learning, Knowledge of Subject Matter, Learning Environments,
Planning, and the Role of the Teacher.
See FA1 scoring rubric for more details.
FA2 - Student Interviews 1 *Note: students selected for participation in FA 2 should participate in FA3 if at all
possible.
(See Questioning strategies in text and from class activities/videos)
Instructions -- Interview at least 3 students on the subject of science and how the children feel about science,
science teaching and learning on a personal level, so that the knowledge you gain will help you understand what
they know and each child’s thinking in relation to the nature of science learning and participation. Students should
be selected to represent either Miami-Dade, Broward or Monroe County’s diverse populations. Selection criteria:
equal number of boys and girls, range of academic backgrounds, range of cultural backgrounds, students at risk (see
web site: Students at-Risk),students with disabilities (see web site: Students with disabilities), ESE and LEP (ESOL)
students. Children should be interviewed separately. Some questions might come from the “Getting to Know
You” survey, See Table 1.0 class webpage. Ask students to answer these questions orally so that you might probe
their answers. (See Videotapes in class and text for questioning and probing). For each of the interviews include
place/school, day, time, grade level (s), specific diversity characteristics of each child, and ages.
Record as much of the students’ responses as possible. Probe their answers with additional questions. Often what
children say is unclear, open for interpretation, or the answer does not reflect what they may be capable of knowing.
If they do show that they know an answer you might want to probe them about how they learned the information.
Record the probes and additional answers. Attach all notes to your written assignment when turning work into
professor.
Summarize your overall impression of their understanding of the subject science, their view of learning science in
school and outside of school contexts, their interests and motivation in working in science, and any relationship to
the student responses and the issue of diversity for each participant in your study. (See web sites linked above, and
also Putting these connections together. ) In addition to the data and observations collected for each student,
summaries for each student in your study should be at least one page. Document and report in the FA2 assignment
(note that this documentation and reporting is required for all other FAs, as well), the name of the school, school’s
address, grade level (s) of placement, and the teacher assigned as cooperative teacher.
Note: students must submit original field notes with this assignment! See scoring rubric for more details.
FA3 - Student interviews 2
Instructions-- Working with the same three students in FA2 (if possible), interview each student related to your
assigned focus topic (see Inquiry Units Chapters 1-12 in text, and how the children feel about this topic on a
personal level, so that the knowledge you gain will help you understand what they know and each child’s thinking in
relation to the subject matter. [Remember: students should be selected to represent Miami-Dade, Broward, or
Monroe County’s diverse population. Selection criteria: select boys and girls, range of academic backgrounds, range
of cultural backgrounds, students at-risk, students with disabilities, ESE and LEP (ESOL) students. Children must be
interviewed separately.] Questions should be created with your particular investigation in mind. Possible questions
for this activity will be discussed in the SCE 4310 class. Please ask students to answer these questions orally so that
you might probe their answers. For each of the interviews include place/school, day, time, specific diversity
characteristics of each child, and ages.
Record as much of the students’ responses as possible. Probe their answers with additional questions. Often what
children say is unclear, open for interpretation, or the answer does not reflect what they may be capable of knowing.
If they do show that they know an answer you might want to probe them about how they learned the information.
Record the probes and additional answers and submit all notes as part of the assignment.
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Summarize your overall impression of their understanding of the particular topic in your study, their view of
learning the content in school and outside of school contexts, their interests and motivation in working in this
particular topic, and any relationship to the student responses and the issue of diversity for each participant in your
study. In addition to the data and observations collected for each student, summaries for each student in your study
should be at least one page.
Document and report in the FA3 assignment the name of the school, school’s address, grade level (s) of placement,
and the teacher assigned as cooperative teacher.
Note: students must submit original field notes with this assignment! See scoring rubric for more details.
FA4- Teaching a Science Lesson.
Instructions--Follow the guidelines of planning set in the MDCPS District Pacing Guide (for the specified activities
indicated in the guide (and supported by your cooperating teacher). Prepare a science lesson (5 E's) to teach a small
group of children (3-5 students) or a full class of children at your school placement site. Plan out your lesson with
input and guidance from your cooperating teacher (CT) and instructions provided on the Scoring Rubric. Use the
understandings developed in SCE 4310 at this point of the semester. Use lesson materials from the school/class
being visited. Unless otherwise approved by your professor and CT, develop a lesson plan utilizing the guided
inquiry model presented in Settlage and Southerland. Note: students must include samples of original artifacts with
this assignment! Also, a teacher signed note and assessment commentary from your cooperating teacher is required.
See scoring rubric for more details.
FA5- Teaching a Science Lesson.
Instructions--Prepare and teach a second science lesson. Follow the guidelines of planning set in the MDCPS
District Pacing Guide (for the specified activities indicated in the guide (and supported by your cooperating teacher).
Prepare a science lesson (5 E's) to teach a small group of children (3-5 students) or a full class of children at your
school placement site. Plan out your lesson with input and guidance from your cooperating teacher (CT) and
instructions provided on the Scoring Rubric. Use the understandings developed in SCE 4310 at this point of the
semester. Use lesson materials from the school/class being visited. Unless otherwise approved by your professor and
CT, develop a lesson plan utilizing the guided inquiry model presented in Settlage and Southerland. Note: students
must include samples of original artifacts with this assignment! Also, a teacher signed note and assessment
commentary from your cooperating teacher is required. See scoring rubric for more details.
For each field activity (i.e., FA 1 through FA 5) download the scoring rubric and read carefully. Attach a
copy of the scoring rubric for each field assignment turned in to the professor.
Field Experience Placement Policies and Procedures
In order to insure that the College of Education complies with the security regulations and institutional policies of
hosting districts and private schools, ALL public and private placements must be arranged through the Office of
Clinical Supervision. Arrangements for placements are available each semester (Fall, Spring and Summer) from the
first day of registration through the date of the mandatory school Orientation. To obtain a placement, students should
bring a copy of their schedule to ZEB 220, Monday-Friday, 9:00-5:00, and follow the posted “Placement Request
Procedures.” Students who are not on the University Park campus during those times should call (305)348-2082 to
make alternate arrangements.
The following policies are in effect:
o ALL public and private placement arrangements must be arranged through the Office of Clinical Supervision.
o ALL placement requests MUST be arranged BEFORE the mandatory school Orientation (usually the second
Friday of the semester).
o Students taking Elementary or Early Childhood methods courses MUST be registered correctly for Field
Experience no later than the end of the first week of classes.
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o Students MUST commit to Orientation attendance, to compliance with district and building policies as set forth by
the building administrator, and to prompt and regular attendance at the school site.
o Students MUST comply with the Florida Code of Ethics and the Principles of Professional Conduct of The
Education Profession in Florida.
o ALL students must be cleared by either Broward County Schools or Miami-Dade County Public Schools before
beginning placement activities.
Recommended Steps for Successful Field Experience
1. Obtain a copy of your schedule as soon as you are eligible to register for courses. 2. Take the schedule to ZEB
220 to get forms and directions for district security clearance.
3. Go to the specified site, follow the district procedures.
4. Attend the Orientation at the school site provided by the building administrator. You will be permitted to attend
the Orientation even if you have not yet cleared for security, but YOU WILL NOT BE ABLE TO BEGIN IN A
CLASSROOM without the clearance.
5. Carry your district security clearance with you at all times you are in a district school. Follow other
recommendations for professional behavior while at the school site.
Appropriate Professional Attire and Behavior
Appropriate professional attire means appropriate for classroom teaching, not as casual as for a playing field or a
field trip, and not as formal as for a job interview. The recommendations below for YES and NO are a compilation
of requests from Miami-Dade and Broward principals in public or private settings and should be regarded as
expectations across all majors as appropriate classroom attire and appearance.
o YES to comfortable, loose fitting, modest, clean and well-pressed clothing; to well-groomed face, hair and body.
o NO to jeans, hats or caps; halters, exposed cleavage or waist, see-through fabric; visible tattoos; active sportswear,
including jogging suits, sneakers/running shoes; t-shirts, shorts; tight clothing of any material; open-backed shoes;
excessive jewelry, makeup or accessories; beard stubble.
Appropriate behavior means attitudes as well as actions which are appropriate for adult role-models for students in a
learning setting. First and foremost is adherence to the Code of Ethics-Principles of Professional Conduct for
Educators in Florida. A copy of the Code of Ethics is available in ZEB 220. Responsible adults in a school are
expected to abide by building policies for teachers, and to support the administration in maintaining a healthy, safe
environment for all present. This includes obeying rules of behavior for students as well. For instance, there
typically are rules regarding chewing gum, running in the halls, etc for students - visitors are expected to comply as
well. Field experience students have a responsibility to determine what the expectations of the administration may
be, and then meet or exceed that expectation. This is one of the main reasons for attending the Orientation at the
school-so any questions or concerns can come to light before placement begins.
Fingerprint Clearance Issues
Students who have had a court appearance in the past may be initially denied placement. The district will notify the
student and the Office of Clinical Supervision of the “pending” status, and it becomes the responsibility of the
student to submit the requested documentation to the designated district official in a timely manner, so that the
review can proceed as quickly as possible. If the documentation review results in a “not approved” status, the
student will not be placed in that district, and should apply for clearance in another district. Because of the time that
will likely elapse in this process, and the likelihood of a similar denial in the second district, the student should
consider these actions:
o Drop education classes that require field experience as a mandated part of the grade. Enrollment in these classes
should be postponed until security clearance is obtained.
o Should a second denial occur, the student should clearly understand that this review is parallel to the review that
will be mandated for employment in a district and for state certification. An alternate career should be considered.
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