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ST. PETERSBURG COLLEGECOLLEGE OF EDUCATION"Preparing students to serve as effective, reflective and caring teachers."COURSE SYLLABUSEDE 4304Integrated Mathematics and ScienceThis syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.Course Prefix:EDE 4304Section #:3530Credit Hours:Four CreditsCo-requisites:EDE 4314 and EDE 4943Pre-requisites:Admission to Elementary Education with Infused ESOL and Reading BS, and EDG 3620, and EDF 3214; or, Admission to Exceptional Student Education with Infused ESOL and Reading BS, and EEX 3241, and EDF 3214Day, Time, Location, and Campus:Monday/Wednesday10:15am-12:55pmTarpon SpringsModality:Face to FaceProfessor:Dr. Robert E. Raze, Jr.Office Hours:As PostedClick here to enter text.Office Location:Tarpon SpringsBB 116Office Phone:727-712-5882Email Address: raze.robert@spcollege.eduACADEMIC DEPARTMENT: College of EducationDean:Kimberly Hartman, Ph.D.Office Location & Number:Tarpon SpringsBB 101COURSE DESCRIPTIONThis course is designed to help the student gain knowledge and competencies necessary to become an effective teacher and leader in the areas of elementary school mathematics and science. It develops the theoretical bases for mathematics and science learning and teaching, illustrates and applies models for integrating elementary mathematics and science teaching, provides practical experience in curriculum, instruction and assessment. This course addresses specific Next Generation Sunshine State Standards, and/or Common Core State Standards, subject matter competencies and pedagogy pertinent to the disciplines and required for certification. 62 contact hours.MAJOR LEARNING OUTCOMES1.The student will demonstrate confidence with the math and science content taught in elementary classrooms by:a.selecting and utilizing content knowledge of subject matter.b.making appropriate and significant connections between math and science.c.charting continuous improvement in content assessments.d.journaling academic autobiographies, opinions and emotions associated with mathematics and science.2.The student will analyze the cognitive theories of developmental stages in relation to how children learn mathematics and science by:paring and contrasting major theories as they apply to learning in math/science.b.applying the theories to plan developmentally-appropriate instruction.3.The student will integrate instructional models and strategies for effective teaching and learning of mathematics and science into the classroom by:paring different conceptual approaches to learning such as constructivist, rationalist and conceptual change models.b.critiquing model lessons and peer lessons.c.designing lesson plans based on what the research says about effective organization, conceptualization, sequencing, and structure, including appropriate ESOL strategies.d.including appropriate questioning and discussion techniques in plans and classroom discussions.e.reflecting on instructional strategies used in classrooms by journaling observations.4.The student will compare the differences between long and short term planning by:a.reviewing the scope and sequence of at least one skill through the grade levels.b.reviewing existing mathematics/science lesson and unit plans to determine how a scope and sequence works within an academic school year.c.implementing daily lesson plans for the integrated unit based on Danielson’s A Framework for Teaching.5.The student will create a safe and encouraging classroom environment for learning mathematics and science by:a.providing a positive learning environment which supports the intellectual, personal, and social development of all students, including ESOL, special needs and at-risk students.b.incorporating safety issues into lesson planning, materials management, and classroom physical arrangement and laboratory activities.6.The student will recommend a variety of methods for diagnosing and assessing learning in mathematics and science by:a.observing, analyzing and critiquing applications of a variety of assessment strategies.b.planning lessons incorporating a variety of assessment strategies for the continuous improvement of the learner, including appropriate ESOL strategies.c.analyzing tasks for error analysis to plan future lessons.d.designing a formal and an informal assessment for a specific lesson plan.7.The student will integrate specific adaptive teaching strategies to maximize the learning of students who have difficulty with mathematics and science, including special needs and English for Speakers of Other Languages (ESOL) students by:a.learning and teaching alternate algorithms for mathematical operations.b.applying ESOL techniques in lesson plans.c.adapting lesson plans to increase success for all learners.d.responding to student needs through assessment and reflection during instruction.8.The student will evaluate a variety of instructional resources including journals, textbooks, curriculum standards, websites and software for inclusion in lesson planning by:a.examining the use of the curriculum and supplemental materials observed in classrooms.b.identifying resources for activities as well as theoretical background, including relevant ESOL resources.c.reviewing materials based on knowledge of students, developmental levels, needs of inclusion and ESOL students.d.accessing and incorporating resource materials into assignments.9.The student will recommend community and family resources for teaching and learning in mathematics and science by:a.discovering how to access resources (e.g., parents, agencies, speakers and field trip sites) for mathematics and science instruction.b.selecting instructional goals that incorporate community and family resources, including ESOL.10.The student will consider the professional requirements and methods for continuous professional improvement through self-reflection and metacognitive analysis by:a.reflecting on behaviors expected of a professional in teacher case studies and observation/participation in school- based experiences.b.reviewing professional journals and national and state professional association standards intended for continuous teacher improvement from qualified websites.REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALSRequired Textbooks Textbook(s)Required : Van De Walle, (2013). Bundle PCL: Elementary & Middle School Mathematics: Teaching Developmentally (2nd ed.). Pearson. ISBN: 9781256696537Recommended:Danielson, C. (2007). Enhancing Professional Practice (2nd ed.). ASCD. ISBN: 9781416605171Students 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 smart boards, ELMOs, power point, digital media, and web based resources to disseminate information and engage preservice learners and students.All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)Supplies Protractor, colors, scissorsCOURSE REQUIREMENTS & EXPECTATIONSSchool Based Hours Course RequirementsThis course requires 0 hours of observation/participation in an appropriate classroom setting as approved by the Office of School Partnerships.See EDE 4943 syllabus.ALL Course AssignmentsPoints Assignment (Bold indicates UCC assignment)Where/How to Submit50A. Science Content Test: online from readings, selected responseMYCOURSES100B.* Integrated Math/Science Lesson Plan: Formal lesson plan using templates provided on MYCOURSES course page with content processes and ESE/ESOL accommodations added. Topics will be assigned in class based on the competencies required for the FTCE Subject-Area Exam. Required technology use, computer-based and related forms, for lesson plan development to include materials preparation, productivity tools and identification/use of standard references in electronic media. Chalk & Wire 50C.*Lesson Plan Class Presentation: Presentation of lesson plan assignment to demonstrate effective lesson implementation skills. Be sure to schedule in MYCOURSES Sign-up Board in “Science Lesson Plan Presentation” Folder.Outline, LP, or Picture in Chalk & WireIn class, scheduled in MYCOURSES50D.*Science Experiment Project (Virtual Science Fair): Formal investigation using the scientific method, science content, data analysis, and reflection. Includes presentation (below) but separated for scheduling purposes.Chalk & Wire25E.*Science Experiment Project Class Presentation: Presentation of Science Experiment Project to demonstrate effective lesson implementation skills. Be sure to schedule in MYCOURSES Sign-up Board in this section.In class, scheduled in MYCOURSES25F.* Virtual Manipulatives Assignment: 5 screen prints of online application activities.MYCOURSES100G.*Integrated Math/Science Journal Portfolio:*50 points – Journal : Five Mathematics Problem Solving Activities using Number Sense, Algebraic Thinking, Geometry, Measurement, and data Analysis/Probability*50 points - Journal: Five Science Activities based on current topics in science. MYCOURSES25H.*Field Trip Project: Students will have to research and plan a math/science field trip to a local venue. Written reflection included. MYCOURSES175I.*Participation/Labs: This includes assigned readings, in-class participation in discussions, discussion boards, attendance, punctuality, in-class labs, and online participation with MYCOURSES course component. Labs must be completed fully to receive points.Hard copies in class - you must have individual artifacts for all in-class assignments.Lab packet is turned in, checked, and returned. Submit in class.100J.Math Content Test, online, selected responseMYCOURSES700UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least 75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in order to successfully pass the course.??FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’ score on the line item of the rubric for assignments aligned to FEAP standards. For example, a 3 (Progressing) or 4 (Target) is required in courses prior to final internship and a 4 (Target) is required for final internship 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.Teacher candidates 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 above.* Assignments labeled with an (*) denote required assignments that must be passed at 75%.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 SYLLABUSSTATEMENTS Syllabus Statementsspcollege.edu/addendum/index.phpEach 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 OUTLINESession/ DatesTopicsAssignments - What to have done before class; all asignments due by Thursday night @ 11:55 p.m. unless otherwise noted.11/12 & 1/14Introduction/Syllabus Discussion/Introduce Books Reform/NCTM Standards Mathematics as MeaningMath, Science & Constructivism Lesson Planning in the M/S Classroom (NGSSS & all Core Standards) Common Core State Standards for MathNGSSS for ScienceNature of ScienceRole of ModelsVan De Walle (VDW): Chapters 1 & 2 Download LAB Packet from MYCOURSESVDW: Chapter 4 MYCOURSES Reading: Common Core State Standards21/19 & 1/21Science as Inquiry: Generating Inquiry Topics, Lab: What is Science Inquiry?Prediction/Wonder StatementEmpirical Processes: Setting up a Science ObservationEarly Number Concepts/Number Sense (CC, OA, NBT) Lab: Predict, Observe, Explain Vygotsky, Piaget in Math/ScienceLab: M/S Integration: Sort & ClassifyScientific Process/Method (MD, OA, SP) - controlled experiments, part 1: Prediction through Data Collection – Lab: Cars/Ramp InvestigationMYCOURSES Online Science Readings: Chapter 1 What is Science Inquiry? & Chapter 2: Science InstructionVDW: Chapter 8MYCOURSES Online Science Readings: Chapter 3a Physical Science/Nature of Matter31/26 & 1/28Whole Number Place Value Development (CC, NBT) Developing Meaning for the Operations (OA, NBT)Mastering the Basic Facts (OA, NBT) Lab: M/S Integration: Using a T-ChartVDW: Chapter 11 & Chapter 9MYCOURSES Online Science Readings: Chapter 3b Physical Science/Force Motion EnergyVDW: Chapter 1042/2 & 2/4Learning Through Problem-Solving (OA, NBT, G, NF, & MD)Revisit Problem Structures (from Ch. 9)Systematic Problem Solving StrategiesData Analysis and Probability (MD, SP)Scientific Process/Method - controlled experiments, part 2: Data Analysis, Graphing, Results/Conclusions - Cars/Ramp Investigation Chapter 3MYCOURSES Online Science Readings: Chapter 4a Earth ScienceVDW: Chapters 21 & 22 52/9 & 2/11Geometry & Spatial Sense (G) Shapes & SolidsRelational & Transformational CoordinateSpecial TopicsVDW: Chapter 20MYCOURSES Online Science Readings: Chapter 4b Space Science & Chapter 5 Life ScienceScience Content Test (online)62/16 & 2/18Measurement (MD) linear, angles, perimeter, area; volume/capacity, weight/mass, referent measures; M/S IntegrationVDW: Chapter 19Integrated Math/Science Lesson Plan DUE72/23 & 2/25Whole Number Computation and Estimation, Addition & Subtraction (OA) Multiplication & Division (OA)Whole Number Computation and Estimation Alternate AlgorithmsLesson Plan Presentations VDW: Chapter 12VDW: Chapter 13Field Trip DUE83/2 & 3/4Algebraic Thinking (OA)Pattern AnalysisM/S Integration: Inductive/Deductive Reasoning Lesson Plan Presentations VDW: Chapter 14Virtual Manipulatives Assignment DUE92/7-2/15Spring Break103/16 & 3/18Fractions & Fraction Computation (NF)Lesson Plan PresentationsVDW: Chapter 15 & 16Science Experiment Project DUE113/23 & 3/25@ Scheduled School-Based Experience (1) – at assigned schools (Monday & Wednesday)VDW: Chapter 17, 18 & 23 Math/Science Journal Portfolio DUE12Week of 3/30Return to SPCRatio and Proportion, Decimals, Percent (RF) Exponents, Integers, Real Numbers (EE)Science Experiment PresentationsLab Packet (turned in end of class) DUEMath Content Test DUE13Week of 4/6@ Scheduled School-Based Experience (2) – at assigned schools (Monday & Wednesday)14Week of 4/13@ Scheduled School-Based Experience (3) – at assigned schools (Monday & Wednesday)15Week of 4/20@ Scheduled School-Based Experience (4) – at assigned schools (Monday & Wednesday) 16Week of 4/27@ Scheduled School-Based Experience (5) – at assigned schools (Monday & Wednesday)Exam WeekWeek of 5/4Final Exam TBA time & locationUniform Core Curriculum AssignmentsAssignment NameUCCSpecific IndicatorIntegrated Math/Science Journal PortfolioFSACELED 26.1OElOEaIntegrated Math/Science Lesson PlanFEAP1.dFSACELED 26.3FSACELED 27.1FSACELED 27.2FSACELED 27.3FSACELED 32.1FSACELED 32.2OEbInteractive ManipulativesOEbLesson Plan/PresentationFSACELED 21.1FSACELED 21.2FSACELED 21.3FSACELED 21.4FSACELED 21.5FSACELED 21.6FSACELED 22.1FSACELED 22.2FSACELED 22.3FSACELED 22.4FSACELED 22.5FSACELED 22.6FSACELED 22.7FSACELED 22.8FSACELED 22.9FSACELED 22.10FSACELED 23.1FSACELED 23.2FSACELED 23.3FSACELED 23.4FSACELED 23.5FSACELED 23.6FSACELED 23.7FSACELED 23.8FSACELED 23.9FSACELED 23.10FSACELED 21.11FSACELED 24.1FSACELED 24.2FSACELED 24.3FSACELED 24.4FSACELED 24.5FSACELED 24.6FSACELED 24.7FSACELED 24.8FSACELED 24.9FSACELED 24.10FSACELED 25.3ESOL4.2Participation/LabsFSACELED 21.1FSACELED 21.2FSACELED 21.3FSACELED 21.4FSACELED 21.5FSACELED 21.6FSACELED 22.1FSACELED 22.2FSACELED 22.3FSACELED 22.4FSACELED 22.5FSACELED 22.6FSACELED 22.7FSACELED 22.8FSACELED 22.9FSACELED 22.10FSACELED 23.1FSACELED 23.2FSACELED 23.3FSACELED 23.4FSACELED 23.5FSACELED 23.6FSACELED 23.7FSACELED 23.8FSACELED 23.9FSACELED 23.10FSACELED 23.11FSACELED 24.1FSACELED 24.2FSACELED 24.3FSACELED 24.4FSACELED 24.5FSACELED 24.6FSACELED 24.7FSACELED 24.8FSACELED 24.9FSACELED 24.10FSACELED 25.1FSACELED 25.2FSACELED 25.3FSACELED 25.4FSACELED 25.5FSACELED 26.1FSACELED 26.2FSACELED 28.1FSACELED 29.1FSACELED 29.3FSACELED 29.6FSACELED 29.7FSACELED 29.8FSACELED 29.9FSACELED 29.10FSACELED 29.11FSACELED 30.1FSACELED 31.1FSACELED 31.2FSACELED 32.1FSACELED 32.2Science Experiment ProjectFSACELED 25.1FSACELED 25.2FSACELED 25.3FSACELED 25.4FSACELED 25.5FSACELED 26.2FSACELED 30.2FSACELED 31.1FSACELED 32.1FSACELED 32.2 ................
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