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ST. PETERSBURG COLLEGECOLLEGE OF EDUCATIONThe mission of the Education Community is to prepare future educators who will promote lifelong learning and empower diverse communities.COURSE SYLLABUSSCE 4113 Elementary Science ContentThe syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.Course Prefix:SCE 4113Section #:4235Credit Hours:3Co-requisites:NonePre-requisites:Admissions to Educational Studies BS, Elementary Education with infused ESOL, and Reading BS, or Initial CertificationDay, Time and Campus:OnlineEnter TimeChoose an item.Modality:Online - Weekly participation is required for attendance. Participation in this course is defined as posting to the discussion board or submitting an assignment.Professor:Dr. Meg DelgatoOffice Hours:MTuWTh10:00 am – 1:00 pmOffice Location:St. Pete GibbsTE 105-D Office Hours are virtual for fall 2020Office Phone:727-341-4422 Cell: 727-543-5629Email Address:Delgato.Meg@spcollege.eduACADEMIC DEPARTMENT: College of EducationDean:Kimberly Hartman, Ph.D.Office Location & Number:Tarpon SpringsBB 101COURSE DESCRIPTIONThis is an introductory course designed to prepare individuals to teach general science programs at the elementary grade level. Students will explore fundamental concepts and principles found in the physical and biological sciences with emphasis on chemistry, earth science and biology. Through the lens of history and the nature of science, students will also explore the relationships between science and everyday life. 47 contact hours.MAJOR LEARNING OUTCOMES AND COURSE OBJECTIVES1. The student will evaluate the crucial elements in the scientific process by:a. analyzing the dynamic nature of science models, laws, mechanisms, and theories that explain natural phenomena.b. differentiating between the characteristics of experiments and other types of scientific investigations.c. examining attitudes and dispositions underlying scientific thinking such as curiosity, cooperation, collaboration, and skepticism.d. selecting appropriate tools and units of measurement for various science tasks.e. interpreting charts, tables, graphs of authentic data from investigations to construct explanations, draw conclusions and make predictions.f. applying science process skills including observing, classifying, hypothesizing, designing and carrying out experiments, and communicating explanations.2. The student will analyze the interactions of science and technology with society by:a. demonstrating knowledge of the role of physical and biological sciences in solving contemporary problems and their impact on the way we live.b. identifying the ways in which science is an interdisciplinary process and interconnected to STEM disciplines.3. The student will explain the nature and variety of forms of matter found in the universe by:a. defining appropriate terminologies including matter, mass, weight, homogenous, heterogeneous, phase, substance, mixture, product, reactant, atom, element, molecule, compound, ion and isotope.b. classifying properties and changes as physical or chemical.c. comparing the properties of matter during phase changes through the addition and/or removal of energy. d. differentiating between the properties of homogenous and heterogeneous mixtures.e. interpreting the relationship among atoms, elements, molecules, and compounds.f. writing the symbols for the most common elements.g. interpreting chemical formulas in terms of number of atoms of each element present.4. The student will explain the nature and variety of forms of energy found in the universe by:a. identifying and comparing potential and kinetic energy.b. differentiating among forms of energy including transformations of energy and their real-world applications to chemistry, electricity, mechanics, heat, light and sound.c. analyzing the functionality of an electrical circuit based on conductors, insulators and components.d. distinguishing among temperature, heat, and forms of heat transfer to includeconduction, convection, and radiation.d. applying contact forces such as friction, magnetism, gravity, and electrostatics to their effects on matter.5. The student will demonstrate an understanding of the principle features of the Solar System by:a. analyzing patterns in the solar system (e.g. jovian versus terrestrial planets, ring systems, plane of the ecliptic, orbital ellipses.) b. explaining how the Sun produces energy that is transferred through the Earth systems such as the biosphere, hydrosphere, geosphere, atmosphere, and cryosphere.c. analyzing the Sun-Moon-Earth system in order to explain repeated patterns such day and night, phases of the Moon, tides, seasons and eclipses.d. listing the planets in order from the Sun, describing the type of atmosphere, number of natural satellites, size as compared to the Earth, distance from the Sun (in AUs) and any outstanding features that have been observed on each planet.e. relating the results of the methods of space exploration from Galileo to present-day and their impact on society.6. The student will demonstrate an understanding of the nature and conditions that prevail in our atmosphere including weather and climate by:a. describing the nature of the Earth's atmosphere.b. explaining the difference between weather and climate.c. evaluate the distribution of temperatures on the surface of the Earth with respect to latitude and the influence of surface water. d. analyze how barometric pressure is related to weather. e. comparing and contrasting relative humidity, absolute humidity, and dew point.f. describing the products of condensation and precipitation and analyzing the effect that a change of state has on the distribution of heat in the atmosphere. g. analyze the movements of air masses to predict where fronts will form and what kind of weather is likely along these fronts.7. The student will demonstrate an understanding of rocks and minerals, land form development, and processes and products of the rock cycle by:a. differentiating among major groups of rocks and minerals and the processes of their formation.b. relating how the physical and chemical environment influences rock and mineral formation.c. describing how soil is formed.d. analyzing the characteristics of soil, its components and profile.e. analyzing various conservation methods and their effectiveness in relations to natural resources.f. analyzing the geographic distribution of mountains, earthquakes and volcanoes with respect to present and former tectonic boundaries. g. describing how weathering and erosion shape the surface of the Earth including rivers, valleys and shorelines.h. describing the processes occurring at each type of tectonic boundary, evaluate the geologic hazards present with respect to the processes that occur at plate boundaries.8. The student will explain the diversity and interdependence of life by:a. comparing the characteristics of living and nonliving things.b. analyzing the cell theory as it relates to the functional and structural hierarchy of all living things.c. classifying major biological taxonomic categories and distinguishing similarities and differences among them.d. investigating the interdependence of living things with each other and their environment.9. The student will describe the organization of nature, including the basic structure, function and homeostatic integration in select biological organisms by:a. recognizing levels of complexity in nature.b. identifying major cellular structures and their functions with emphasis on plant cells.c. relating the processes of cell division to its role in the life cycle of organisms.d. assessing how organisms obtain and process energy, with special emphasis on photosynthesis.e. predicting the responses of plants to various stimuli such as heat, light and gravity.f. differentiating how various human and other animal organ systems function in order to provide homeostasis.g. determining the effects of infectious agents on the human body.10. The student will describe the basic concepts and application of genetics and evolution by:a. applying the principles of evolutionary theory to the understanding of changes in abundance and kinds of life over time.b. comparing and contrasting different mechanisms of evolution such as natural selection, genetic drift, and gene flow.c. evaluating the role of meiosis in heredity.d. investigating technology that arises from our understanding of genetics and explaining its uses and implications.REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALSRequired Textbooks Textbook(s)Required: Hazen, Robert and Trefil, James. (2009). Science Matters: Achieving Scientific Literacy, 2nd Edition, Anchor. ISBN-13: 978-0307454584 ISBN-10: 0307454584NSTA Learning Center Access CodeRecommended: Chalk & WireChalk & Wire is a requirement for all COE students enrolled in a bachelor’s degree program and for all EPI students.Students using eBooks must have access to the eBooks during class sessions.Supplemental MaterialResources:Materials:Library: Technology is an essential tool for receiving and developing instruction. Students are expected to reference MYCOURSES continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or familiarize themselves with PowerPoint presentation methods.The instructor of this course frequently uses interactive white boards, digital presentations, and web-based resources to disseminate information and to engage students.All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)COURSE REQUIREMENTS & EXPECTATIONSSchool Based Hours (SBH) or Field Experience Hours (FEH) Course RequirementsThis course requires 0 hours of observation/participation in an appropriate setting as approved by the Office of School Partnerships. Any student who is registered for a course with SBH / FEH is required to complete the Survey Level Field Experience Placement Application via the survey link: ALL Course AssignmentsCPALMS Connections – A description of CPALMS standards, activities and their connections to other ELED subject areas as well as real world application will be developed for each of the four science content areas included in this course. Templates, grading checklist, and directions can be found in MyCourses in TAB 8 of SCIENCE BINDER: Readings & Resources module (50 points each for 200 points total). Literacy Project – 200 points. You will develop a project that includes research on reading strategies appropriate for reading in the content area of science. See MyCourses for details/LITERACY PROJECT module.NSTA My Library Collection – 100 points You will review and locate online resources on the NSTA Learning Center website. You will create a collection of selected resources to be shared on the Learning Center private forum. Details are in MyCourses in the NSTA My Library Resource Collection module.Binder Activities – 200 points. You will complete different science binder activities for each of the content areas in the course: 1) Science Instruction/Nature of Science; 2) Physical Science; 3) Earth Space Science; 4) Life Science. There are a total of five (5) binder activities for each of the 4 areas listed here. Binder activities are mini-labs that you complete using common household items you find in your pantry, refrigerator, medicine cabinet, garage or yard. Each binder activity is worth 10 points. (They are fun!)For work that makes up the binder activities, check the BINDER ACTIVITIES module in your course content. The binder activities will be listed there with instructions for completion. You have the option of keeping all of your binder activities (and the SCIENCE BINDER: Readings & Resources as well as any other materials provided to you) as part of a Science Binder – either in a 3-ring binder with 8 tabs or as an electronic version with downloads organized in folders. Keeping a Science Binder is optional. It will not be collected and graded. However, I encourage you to consider using the suggestions provided to you in your course content (See TAB 2 in SCIENCE BINDER: Readings & Resources) for organizing and maintaining a science binder. The Science Binder is intended to 1) serve as a content review for your SAE in elementary science content and 2) provide an instructional resource for your science classroom activities. If you keep up with and organize a science binder as suggested, you will leave this course with a valuable instructional resource.NSTA SciPacks You will complete 1 SciPack topic of your choice on the NSTA website. The SciPack is a set of online learning modules that focus on a science content area of your choice. Completion of a SciPack topic and a successful score on the assessment will earn you a professional development certificate equivalent to 10 clock hours of instruction.The SciPack will be worth up to 100 points once completed and total points awarded are based on your score on the SciPack assessment. See MyCourses SciPack module and NSTA Learning Center website for additional details.Final Exam 200 points. You will have a multiple choice final exam with 55 questions that cover all of the elementary education science content competencies including science instruction, NOS, physical science, earth & space science, and life science.Total – 1000 Points UCC Assignments: Teacher candidates must demonstrate Uniform Core Curriculum (UCC) competencies and earn a 2 or higher for each indicator on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), Other Elements and Florida State Standards (FSS)] in order to successfully pass the course.??If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C.? In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.Students in a degree program must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table at the end of the syllabus.For courses with lesson planning:Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.”? It means that, if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment.? Anything adapted or used verbatim must be cited with credit given to the author(s).? This includes specific citations on all supplementary materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work.? This applies to all COE lesson plans unless the instructor directly specifies otherwise.SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABICOE SYLLABUS STATEMENTS Syllabus Statements student must read all topics within this syllabus and the content of the links.? If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and any syllabus addendum.CALENDAR AND TOPICAL OUTLINEImportant: Detailed Calendar with specific assignments, readings and due date is posted in MyCourses.Please print or download/save the Detailed Calendar and check it weekly to stay on top of readings and assignments for the course.Week #/Class DateTopics/AssignmentWEEK 1Aug 17Introduction to course syllabus/START HERE: Course Overview & Other Important InformationPre TestStart Nature of ScienceWEEK 2Aug 24 Continued– Nature of Science Voluntary Zoom Call – Course Overview (Check MyCourses for Zoom Info)WEEK 3Aug 31Finish Nature of ScienceStart Physical Science WEEK 4Sept 7Physical Science WEEK 5Sept 14Physical Science WEEK 6Sept 21Physical Science Voluntary Zoom Call – Course Overview (Check MyCourses for Zoom Info)WEEK 7Sept 28Start Earth and Space Science WEEK 8Oct 5Earth and Space Science WEEK 9Oct 12Earth and Space Science WEEK 10Oct 19 Earth and Space Science Voluntary Zoom Call – Course Overview (Check MyCourses for Zoom Info)WEEK 11Oct 26 Finish Earth and Space ScienceStart Life Science WEEK 12Nov 2Life ScienceWEEK 13Nov 9Life Science WEEK 14Nov 16 Life Science Voluntary Zoom Call – Course Overview (Check MyCourses for Zoom Info)WEEK 15Nov 23 Thanksgiving Break Rest, relax, recreate and be in gratitude…WEEK 16Nov 30Life ScienceScience Reading Fair Zoom Tuesday, December 1 at 6:00 pm WEEK 17Dec 7 [Exam Week}Final Exam .Uniform Core Curriculum / Program Learning Objectives AssignmentsCourse PrefixAssignment TitleCWFEAPFSACSCE 4113CPALMS Connections ActivityN?3.1.1.????3.1.5SCE 4113Readings/Classroom ExercisesN?3.2.3????3.2.4????3.2.5????3.2.6????3.2.7????3.2.8????3.3.10????3.3.6????3.3.7????3.3.8????3.3.9????3.4.3????3.4.4????3.4.5????3.4.6????3.4.7????3.4.8????3.4.9????3.5.10????3.5.11????3.5.3????3.5.4????3.5.5????3.5.6????3.5.7????3.5.8????3.5.9????3.3.3????3.3.4????3.3.5This course offers opportunities for students to engage with the following Universal Design for Learning (UDL) General Understandings and Essential Components (1.0s and 2.0s): Not mapped on UDL framework. ................
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