CHIPOLA COLLEGE
COURSE SYLLABUS
COURSE TITLE: / COURSE NUMBER:Teaching Methods in Secondary Science / SCE 4330
COURSE DESCRIPTION:
This course is designed for students who are majoring in science education and is offered concurrently with the practicum in teaching secondary science. It addresses the required instructional methods, techniques, strategies, resources, and assessment considerations for effective teaching of secondary science including the pedagogy of biology, genetics, ecology, botany, anatomy and physiology; using problem solving, cooperative learning and appropriate technology. This course addresses specific Sunshine State Standards, subject matter competencies and pedagogy pertinent to the discipline and required for certification. 10 hours of teaching are required. 3 semester hours credit. [A]
(in conjunction with practicum)
CO-REQUISITE: / SCE 4941
INSTRUCTOR: / Santine Cuccio, Ph.D.
Office - D 112
(850) 526-2761 Ext. 3497
Office hours posted on door and website
DATE OF LATEST REVISION: / October 9, 2006
REQUIRED TEXTBOOKS/DOCUMENTS:
Science
Chiappetta, E.L. and Koballa, T.R. 2006, Sixth Edition, Science Instruction in the Middle and Secondary Schools. Upper Saddle River, NJ. Merrill Prentice Hall
Florida Sunshine State Standards and Grade Level Expectations (GLE’s) prepared by the Florida Department of Education (
Florida Department of Education. FCAT items (
Suggested Reading for Science:
Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock. (2001) Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD, 0-87120-504-1
Trowbridge, Leslie W., Bybee, Rodger W. and Powell, Janet Carlson. 2000, Seventh Edition, Teaching Secondary School Science, Strategies for Developing Scientific Literacy. Upper Saddle River, NJ.
Koch, J., 2005, Third Edition, Science Stories. New York, Houghton Mifflin Company
Novak, J. D., and Gowin, D. 1984, First Edition, Learning How to Learn. Cambridge University
Suggested Reading
Secondary Science Education
Learning and Teaching Secondary Science With IctTeaching Secondary Science: Constructing Meaning and Developing Understanding
Teaching and Learning Secondary Science:Contemporary Issues and Practical Approach
Secondary Science: Contemporary Issues and Practical Approaches
Classroom Management for Secondary Teachers
High Schoo Assessment Package 2
High School Biology Today and Tomorrow
High School Underachievers
Secondary Schools and Cooperative Learning:Theories, Models, and Strategies
Assessment and Learning in the Secondary School
Becoming a Teacher: Issues in Secondary Teaching
Beginning Teaching in the Secondary School
Biology High School: Teacher Certification Exam
Changing Teachers’ Work: The ‘Reform’ of Secondary School
Class Management in the Secondary School
Classroom Methods and Strategies for Teaching at the Secondary Level
Competent Classroom: Aligning High School Curriculum, Standards, and Assessment-
A Creative Teaching Guide
Creative Interactive Environments in the Secondary School
Curriculum Provision for the Gifted and Talented in the Secondary School
Dynamics of Effective Secondary Teaching
Effective Discipline in Secondary Schools and Classrooms
Exemplary High School
Explaining in the Secondary School
Failed Promise of the American High School, 1890-1995
Failing Students in Higher Education
Fires in the Bathroom: Advice for Teachers from High School Students
Improving Learning: Professional Practice in Secondary Schools
Improving Teaching and Learning:Practice in secondary Schools
Listening to Students: Reflections on Secondary Classroom Management
Meanings of Teaching:An International Study of Secondary Teachers’ Work Lives
New American High School
No More Free Days:A High School Teachers Reflections and Advice
Objectives, Methods, and Evaluation for Secondary Teaching
Power and Portfolios:Best Practices for High School Classrooms
Quality High School Curriculum for Alternative Settings
Questioning in the Secondary School
Requirements for Certification of Teachers, Counselors, Librarians, Administrators for
Elementary and Secondary Schools: 2001-2002
Safe and Effective Secondary School: The Boys Town Model
Secondary School Teaching:A Guide to Methods and Resources
Secrets for Secondary School Teachers: How to Succeed in Your First Year
Teachers and Educational Change: The Lived Experience of Secondary School
Teaching in the Secondary School: An Introduction
Teaching Without Disruption in the Secondary School: A Model for Managing Pupil
Behavior
Using the Internet in secondary Schools
Virtual High School: Teaching Generation V
Welcome to High School: A View from the Trenches
Teaching with Fire: Poetry That Sustains the Courage to Teach
Learning to Teach Using Ict in the Secondary School
Teaching Secondary School Science
Teaching Science in Secondary Schools: A Reader
Teaching Secondary School Science: Strategies for Developing Scientific Literacy
Aspects of Teaching Secondary Science:Perspectives on Practice
Becoming a Secondary School Science Teacher
General Science Education
NSTA Pathways to the Science Standards: Guidelines for Moving the Vision into Practice
Better Teaching and Learning in the Digital Classroom
Florida Water
Handy Science Answer Book: Centennial Edition
Global Warming
Effective Grading: A Tool for Learning and Assessment
Thinking about Biology
From Girls in Their Elements to Women in Science: Rethinking Socialization
Our Schools and Our Future: Are We Still at Risk?
Computers, Teachers, Peers: Science Learning Partners
Designing Experiments and Analyzing Data: A Model Comparison Perspective
Catch Them Thinking in Science: A Handbook of Classroom Strategies
Taxonomy for Learning, Teaching, and Assessing: Revision of Bloom’s Taxonomy
Developing and Using Classroom Assessments
Developing and Validating Multiple-Choice Items
Becoming a Critically Reflective Teacher
Measurement and Assessment in Teaching
Education
On Science
Naturally Dangerous: Surprising Facts About Food, Health and Environment
Nobel Prize Women in Science: Their Lives, Struggles and Momentous Discoveries
Environmental Science Activities Kit
Language and Literacy in Science Education
Problems of Meaning in Science Curriculum
Science Teaching/Science Learning: Constructivist Learning in Urban Classrooms
Science Teaching: The Role of History and Philosophy of Science
Explaining Science in the Classroom
Free-Choice Science Education: How We Learn Science Outside of School
Nature of Science in Science Education: Rationales and Strategies
Designing Project-Based Science: Connecting Learners Through Guided Inquiry
Female-Friendly Science: Applying Women’s Studies Methods and Theories to Attract
Science Education in the United States: Issues, Crises, Priorities
History of Ideas in Science Education: Implications for Practice
Continuous Improvement in the Science Classroom
Science of Every ThingsScience in Dispute
Science at the Extreme: Scientists on the Cutting Edge of Discovery
Designing Professional Development for Teachers of Science and Math
Secrets of 123 Classic Science Tricks and Experiments
Hands-On General Science Activities With Real-Life Applications
Achieving Scientific Literacy: From Purposes to Practices
Genetically Modified Foods: Debating Biotechnology
Test your Science IQ
Great Essays in Science
Five Biggest Unsolved Problems in Science
Career Opportunities in Science
100 Award-Winning Science Fair Projects
Linked: How everything Is Connected to Everything Else and What It Means for Science.
Secret Life of Dust: From the Cosmos to the Kitchen Counter
Information Sources in Science and Technology
Scientific Method in Practice
Differentiating Instruction in the Regular Classroom: How to Reach and Teach Al
Cognitive Strategy Instruction for Middle and High Schools
Art of Changing the Brain: Enriching Teaching by Exploring the Biology of Learning
When Kids Can’t Read, What Teachers Can Do: A Guide for Teachers, 6-12
Reclaiming Caring in Teaching And Teacher Education
Qualities of Effective Teachers
Du Bois on Education
At the Elbow of Another: Learning to Teach by Co-teaching
Theory and Practice of Teaching
Mentoring Programs for New Teachers: Models of Induction and Support
Oops: What We Learn When Our Teaching Fails
Portfolios in the Classroom: Tools for Learning and Instruction
Literacy Today: Standards Across the Curriculum
High School Biology: Today and Tomorrow
Becoming a Reflective Educator: How to Build a Culture of Inquiry in the Schools
How to Succeed in School Without Really Learning: The Credentials Race in Amer
Middle and Secondary School Instructional Methods
Nation’s Best Schools: Blueprints for Excellence: Middle and Secondary Schools
Stepping Inside the Classroom Through Personal Narratives
Improving Science Education: The Contribution of Research
Content Area Reading: Literacy and Learning Across the Curriculum
Learner-Centered Teaching: Five Key Changes to Practice
Learning to Think: Disciplinary Perspectives
Learner-Centered Classroom and School: Strategies for Increasing Student Motiv
What’s the Use of Lectures
Art and Science of Classroom Assessment: The Missing Part of Pedagogy
Best Test Preparation for the Ftce: Fla Teacher Certification Examt
Mapping the Big Picture: Integrating Curriculum and Assessment K-12
Teacher’s Learning: Stories of Science Education
Doing Science: Innovative Curriculum for the Life Sciences
Life Sciences: Curriculum Resources and Activities for School Librarians and Teachers
New Science Literacy: Using Language Skills to Help Students Learn Science
Teaching Science to Children: An Inquiry Approach
Mind, Stress, and Emotions: The New Science of Mood
Peanuts: The Illustrious History of the Goober Pea
Designer Food: Mutant Harvest or Breadbasket of the World
Science Educator’s Guide to Laboratory Assessment
Learning Science and the Science of Learning: Science Educator’s Essay Collect
National Science Education Standards: Observe, Interact, Change. Learn
Inquiry and the National Science Education Standards: A Guide for Teaching and Learn
Science Literacy for the Twenty-First Century
Practice of Constructivism in Science Education
Nature of Science: An A-Z Guide to the Laws and Principles Governing Our Univ
Science Education of American Girls: A Historical Perspective
Silent Spring
Protecting the Ozone Layer: Science and Strategy
Happiness and Education
501 Tips for Teachers
Designing for Science: Implications from Everyday, Classroom, and Professional Setting
Tips for the Science Teacher: Research-Based Strategies to Help Students Learn
Enhancing Thinking Skills in the Sciences and Mathematics
Science Education: Policy, Professionalism and Change
Science Education for Citizenship: Teaching Socio-Scientific Issues
Science Education in the 21st Century
Science Education Research in the Knowledge-Based Society
Integrating Mathematics, Science, and Technology: A Sill Building Approach
Teaching Science for Understanding: A Human Constructivist view
Physical Science Activities for Grades 5-12
Ready to Use Chemistry Activities for Grades 5-12
Ready to Use Human Biology and Health Activities: For Grades 5-12
Ready to Use Life Science Activities for Grades 5-12
Science A.S.A.P.: As Soon As Possible, As Simple as Possible
Cases in Middle and Secondary Science Education: The promise and the Dilemmas
25 Biggest Mistakes Teachers Make and How to Avoid them
Facts on File Science Dictionaries
Encyclopedia of Ethics in Science and Technology
Facts on Files Science Handbooks
Notable Scientists
New Encyclopedia of Science
Elsevier’s Dictionary of Biology
Encyclopedia of Education
A to Z Chemists: Notable Scientists
Macmillan Encyclopedia of Chemistry
History of Modern Science and Mathematics
GRADING POLICIES:
Course Evaluation Criteria:
- 2 Tests (10%)
- Major Assignments (30 %)
- Tasks (50%)*
- Professionalism in Attendance and Participation (10%)
A / B / C / D / F
93 – 100 / 83 – 92 / 70 – 82 / 60 – 69 / Below 60
*Tasks must meet the criteria for “demonstrated” as determined by the scoring rubric to earn credit for this course.
A task judged as “partially demonstrated” or “not demonstrated” may be resubmittedfor the purpose of demonstrating the accomplished practice indicator. The original grade will be used when calculating the course average. Points will not be deducted or added for resubmission.
No grade will be given for the course until all tasks have been successfully demonstrated.
The Chipola Catalog provides specific information regarding other outcomes from the grading system. A student’s Grade Point Average is derived from the grading system/quality point scale.
STUDENT LEARNING OUTCOMES FOR SCE 4330:
Students enrolled in SCE 4320 will be required to complete following.
- Exams
- Exam 1 on Standards and Lesson Planning
- Exam 2 on Skills and Strategies
- Tasks
- Task CC3B (FEAP 3.01, 3.09, 3.10, 3.11): Each student must show evidence of professional growth during this course. This evidence may be acquired by (1) attending a math/science seminar, like FAST in Orlando Florida or (2) reading articles from a professional journal in science or (3) ideas from veteran teachers. Each student will submit a minimum of three presentation or article summaries, handouts or worksheets included, and a reflection. The reflection should include your opinion regarding (1) the feasibility of implementation (if appropriate), (2) its effectiveness, (3) whether you plan to use it in the future, and (4) any modifications you might want to make (2X middle, secondary)
- Task CC10A (FEAP 10.08. 10.16, 11.04): The file will provide a list of all community resources such as parks, labs, industries, journals, websites, conferences to supplement lesson plans and provide students with a variety of experiences (appropriate for secondary students).
- Task 4.1_2.1 (FEAP 4.01, 4.02, 4.06, 4.07, 4.09):The teacher develops a lesson or lessons on facilitating students' use of critical and creative thinking skills. The lesson includes objectives and a set of questions classified according to Bloom’s Taxonomy of Cognitive Skills and must address appropriate Sunshine State Standards. The teacher delivers the lesson and analyzes the results. The product consists of the lesson plan(s), the analysis, the assessment instrument, and two samples of student work (one in which the student performed as expected and one in which he/she did not).
- Task CC8B (FEAP 8.02, 8.04): The candidate completes a series of performance tasks that require specific content knowledge in the areas of nature of matter, energy, force/motion, processes that shape earth, earth/space, processes of life, how living things interact with their environment, nature of science.
1. Jackson County Blue Springs Project Lab Report
MEANS OF ACCOMPLISHING OUTCOMES:
Methods of instruction: Lecture, Class discussions and/or interactions, Large and/or small group projects, activities, discussions, etc., Read and report on professional education and subject matter articles, research, and other materials, Oral presentations, Clinical experiences and reflective papers, field journals, and discussions about them, Portfolios, Videotaping of student teaching a lesson with feedback from instructor and students, Use of manipulatives to illustrate concepts, and concept mapping.
LIBRARY AND ON-LINE REFERENCE MATERIALS:
The library is a comprehensive, learning resource center providing information in print, electronic, and multimedia format to support the educational objectives of the College. In addition to print media, online catalogs and resources can be accessed through and Library hours are posted each semester at the building entrance.
Chipola’s website is located at
TECHNOLOGY RESOURCES:
The Information Technology Center, located in the library, is equipped with computer workstations. Lab hours are posted each semester at the building entrance.
The Secondary Education Resource Room is located in the Natural Science Building – D 105.
ATTENDANCE, PROCEDURES, AND WITHDRAWAL POLICIES:
- Attendance: Students are expected to attend every class. Class will begin at the scheduled time. Students are expected to be prepared to begin work at this time. Students will be counted tardy if they arrived late or if they leave early. The following requirements will be upheld:
- Three late arrivals and/or early departures are equivalent to one absence.
- A tardy of more than 15 minutes will be recorded as an absence.
- Procedures.
- Students are expected to complete reading assignments prior to each class so they can actively participate in class discussions and group activities.
- Work is to be handed in at the beginning of class – on the assigned due dates.A penalty will be assigned to tasks handed in after this time.
- Student conversations in class must be confined to specific course readings and relevant examples.
- The class will follow the course syllabus as closely as possible. Changes may be made to allow for observations and other visits. Regular attendance in class will assure getting all pertinent information.
- Please finish all eating and drinking before coming to class.
- Please remember to turn off your cell phones.
- Withdrawal Policies: Students will not be administratively withdrawn from this course due to excessive absences. It is the student’s responsibility to acquire the appropriate forms and to execute the appropriate college sanctioned procedures to officially withdraw from this course. A student is allowed to repeat a course a maximum of three (3) times. On the third attempt a student (1) must bear the full cost of instruction, (2) cannot withdraw, and (3) must receive a grade.
MAKE-UP POLICY:
Students are responsible for all work missed during any absence (excused or unexcused). It is the student’s responsibility to get the handouts and other materials. Do not use class time to get these materials.
Major Assignments not turned in on or before the due date will not be accepted. This holds for students who are absent on the due date.
Exams cannot be made up unless some arrangements have been made prior to the scheduled administration.
ACADEMIC HONOR CODE POLICY:
Students are expected to uphold the Academic Honor Code. Chipola College’s Honor Code is based on the premise that each student has the responsibility to
1) uphold the highest standards of academic honesty in his/her own work;
2) refuse to tolerate academic dishonesty in the college community; and
3) foster a high sense of honor and social responsibility on the part of students.
Further information regarding the Academic Honor Code may be found in the Chipola Catalog, Student Governance section.
STUDENTS WITH DISABILITIES POLICY:
Chipola College is committed to making all programs and facilities accessible to anyone with a disability. Chipola’s goal is for students to obtain maximum benefit from their educational experience and to effectively transition into the college environment.
Students with disabilities are requested to voluntarily contact the Office of Students with Disabilities to complete the intake process and determine their eligibility for reasonable accommodations.
*TENTATIVE ASSIGNMENT SCHEDULE:
Class Meeting / Topic / Assignment
Due Date
Aug. 21M / Syllabi, Tasks and Major Assignments, Practicum and Schools, School log hours, Journal Assessment, Portfolio, Reflections / Start CC3B (Journal Activities)
Start Task CC10A (Community Resource File)
Aug. 22 T / Introduction to the NSES, SSS and Goal 3 Standards.
Introduction to the Pre-Professional FEAPs
Discuss portfolio and personal philosophy of education / Copy of SSS for content area
Chapter 1
Aug. 24 R / Planning Instruction – Overview, Rubric /
Chapter 1
Aug. 28M / Analyze Lesson Plans / Chapters 3, 16Aug. 29T / Unit Plans and Practice
Aug. 31R / Goals, Learning Objectives, Bloom’s Taxonomy, and Work sheet /
CC3B, CC10A Due
Chapter 6
Sept. 1
/ On-time application and correct fees must be received for certification exams on October 21Sept. 4M / Labor Day – Holiday
Sept. 5 T / Unit Planning in Practice
Sept. 7 R / Model of Instruction and Teaching Strategies
Sept. 11M / Library and TIMSS, Trade books
Sept. 12T / Test Review (Concept Mapping),
Sept. 14 R /
Test 1
/ Chapters 1, 3, 6, 16Sept. 18M / Teaching at Chipola
Sept. 19T / Teaching at Chipola
Sept. 21R / Reflect on Teaching
Sept 25M / Introduction to Integrated Science Process Skills
Skill: Questioning and Identifying Variables (Begin writing lesson plan for Springs Project ie a scientific method) / Chapters 13, 10, 4, 7
Sept. 26 T / Skills: Constructing a data table Discuss introduction with respect to research on springs/wells
Sept. 28R / Skill: Constructing a graph Discuss introduction with respect to research on springs/wells
Oct. 2M / Skill: Describing relationships between variables
Oct. 3T / Skill: Acquiring and processing your own data
Oct. 5R / Skill: Analyzing
Oct. 9M / Content knowledge (Prepare for FCTE) / Lab Report Due for Scientific Method
Chapter 10
Oct. 10T /
Content knowledge
Oct. 12-14 /FAST CONFERENCE
Oct. 16 M / Fall BreakOct. 17 T / Fall Break
Oct. 19 R / Content knowledge and Laboratory Safety /
CC8B (all Strands) Due, Chapters 13, 14
Oct. 23 M / Skill: Constructing hypothesesOct. 24 T / Skill: Defining variables operationally
Oct. 26 R / Skill: Designing investigations
Oct. 30 M / Skill: Experimenting and Inquiry / Chapter 10
Oct. 31 T /
Test 2
Nov. 2R /Strategies: Metaphors/analogies; concept mapping; cooperative learning
/Task 4.1_2.1 Due
Chapter 11