SCED 475 Teaching Science in Elementary School Fall 2024 PDF

SCED 475: Teaching Science in the Elementary School Fall 2024 Course Information Instructor Student Hours Tuesday & Thursday Section 006/106 Dr. Jennifer Parrish (she/her/hers) Times avai...

SCED 475: Teaching Science in the Elementary School Fall 2024 Course Information Instructor Student Hours Tuesday & Thursday Section 006/106 Dr. Jennifer Parrish (she/her/hers) Times available Monday, 11:00 p.m. - 12:15 p.m.* Office: Ross Hall 1520 Tuesday, Thursday, & Friday Monday & Wednesday Section Makerspace: Ross Schedule a time in my 003/103 9:05 a.m. - 10:20 a.m.* Science Education Library: Ross 2287 Calendly 3 Semester Hours Email: [email protected] Location: 1520 Ross Hall or Ross 2280 Zoom *The course has a 50-minute, weekly asynchronous component that will be posted in Canvas. Welcome to SCED 475! Welcome to Teaching Science in Elementary Schools! I look forward to learning with and getting to know you this semester. My goal is to model science instruction that will enable you to feel confident in your science knowledge and ability to communicate scientific ideas effectively. The course focus in on the Aspects of Ideal Science Teaching. The contents of this syllabus are in the Course Information Module in Canvas. Course Overview In this course you In this course you will learn teaching strategies specific to science will have an learning. SCED 475 is a study of the underlying models of science opportunity to create instruction and learning, curriculum, instructional methods, and teach science materials, science classroom safety, technology, and assessment for teaching in grades lessons to our class K-5. The course is a that you can use in practical approach to your practicum and developing a community of learners future classroom. and thinkers, and evaluating and designing student- centered, inquiry- based science learning activities, lessons, and curricular units. 1 Updated August, 2024 Learning Goals Examine current literature and educational research on science teaching practices to analyze pedagogical practices. Explain the value of science concepts, nature of science and scientific inquiry as a methodology for exploring and explaining the natural world. Design and implement inquiry studies related to science teaching and learning in the practicum classroom. Utilize and apply national and state science standards to instructional curricula and analyze instructional resources and teaching practices based on the three dimensions and NOS of the Next Generation Science Standards framework (including WIDA and Appendix M literacy) and the use of phenomena in lessons. Identify and apply science practices (inquiry) and process skills in course activities and experiences. Analyze and describe the research foundations for best practices in teaching science that supports inclusive instruction (Cultural and Language Diverse/CLD) Design, perform and analyze science-based experiments/investigations incorporating the use of technology in educative making. Describe the basic tenets of constructivism and the 5E learning cycle. Analyze, develop and instructionally deliver science lesson plans which follow the 5E learning cycle and support CLD strategies, literacy development (reading, writing, oral, listening), and mathematics development. Apply national and state science standards to designed lesson plans. Analyze and describe the appropriate uses of three types of lesson delivery: direct instruction, demonstrations, and student-centered inquiry. Explore their personal learning and teacher development through reflective practices that connect with course topics. Design and deliver standards-based science lessons that model good teaching practice in science including 5E inquiry lessons, phenomena-based learning, questioning strategies, assessment, Formative Assessment Probes, and safety practices. Analyze instructional materials and course experiences for STEM components, science concepts, science inquiry and nature of science. Coordinate student-centered curriculum that focuses on students’ needs, interests, community, culture and local environment and aligned with standards. Make curriculum connections between science and other subjects (i.e., literacy, mathematics, social studies, art, etc.) Identify strategies to accommodate the needs of culturally and linguistically diverse (CLD) students in teaching science. Evaluate and model the uses of different types of assessments as appropriate in science instruction. Describe why good teachers are flexible, reflective and focus on students first. Create a vision statement of a student who is scientifically literate and a classroom that promotes scientific literacy. Work collaboratively both in the classroom and on projects. Be confident in their ability to teach science. Course Co-Requisites/Prerequisites - Application for Full Admission to PTEP; Junior or above. 2 Updated August, 2024 Communication We will meet in person during our normally scheduled class times unless you receive a University notification or an announcement from me. I request you address me as “Dr. Parrish” in all communications and my pronouns are she/her. If you have an emergency, illness, etc. or can’t get an assignment in by the target due dates, contact me prior to the due date. I do my best to check and respond to email at least 2x daily, excluding the weekends. I will use BearMail and Canvas to stay connected and send information. My office phone is messaging through Canvas. I am also on Instagram and enjoy sharing pictures of my cycling adventures at jencparrish. If you’d like a glimpse into my life, follow our two chihuahuas (lolathefluffychihuahua, hopethejazzychihuahua, and chihuahua_van_adventures) and, if you like American Girl Doll collections, you can follow my daughter’s AG doll photography at lover.of.dolls_ Course Materials Science Notebook Course resources are provided at no extra cost. You can You will be provided with a composition access these as digital copies in Canvas, links, or they will be notebook to turn into your personal science notebook for this course. Engaging students provided in class. I provide a copy of handouts for you to glue of all ages and ability levels in best practices into your science notebooks. It is your responsibility to get this for science note booking has shown to from a classmate. Only one handout per student will be improve language skills, among others. You printed. Digital copies are typically available in Canvas and will read about the do’s and don’ts of note can be printed. Did you know the High Plains Library District booking to set your notebook. This notebook will be a resource for your future science offers free color printing? classroom, both as an example for your students but as a resource of science content 1. TBD Curriculum – this will be acquired in from the and learning activities. professional resources available online or in classroom materials 2. Next Generation Science Standards, https://www.nap.edu/catalog/18290/next-generation- science-standards-for- states-by-states 3. Colorado Department of Education, https://www.cde.state.co.us/coscience/statestandards Connect to this site particularly for information on: performance-based standards for educators, K-12 2020 science standards, K-12 grade level expectations for science 4. Articles provided by the instructor on Canvas 5. A composition notebook (please, no spiral bound notebooks). You will be provided with a notebook. Canvas You will keep a running For this course, you will use Canvas to: tally of your graded  Receive announcements assignments in your science  Send messages to your classmates notebook to know how you are doing in the course.  Access the course information (syllabus)  Access assignment due dates through the Canvas Calendar  Access weekly topics and assignments  Access digital copies of class handouts and notes  Receive feedback on assignments 3 Updated August, 2024 The course schedule will be updated as needed on the Canvas Calendar. Check frequently. In this course, Canvas is a place to receive information about assignments (e.g., directions, handouts, readings, etc.), receive feedback on your work, and communicate with me. If at any time you are unsure how you are doing in the course, please schedule a time to meet and we can discuss your progress. Flexibility There may be times that the course schedule is modified due to class pace, class needs, university closures (e.g., inclement weather), and instructor illness. Typically, assignments will be posted and modules will open 2 weeks in advance but there may be times that an asynchronous assignment replaces a class meeting time. Please check Canvas often for these changes. Class Expectations: Policies for Effective Learning How much time should I spend working on assignments outside of class time? This is a 3 credit-hour course so we will meet in person for just 150 minutes per week and you'll complete 50 minutes per week asynchronously. This amount of time (200 minutes per week) is required by the Department of Higher Education, therefore your asynchronous work counts as approximately 30% of your final grade. Dividing the course in this way allows us to keep the in-person component of the course within the standard university block schedule so you can more easily register for other courses, which is important with the tight schedule you keep as elementary education majors. The expectation is you spend approximately nine additional hours outside of class time in this course. This time is to prepare asynchronous assignments (this does not include the videos and readings assigned during the 50 minute weekly asynchronous time), complete in-class assignments, and come to class ready to share examples of how you are applying what you are learning about best-practices in science teaching from your practicum 4 Updated August, 2024 Building a classroom community where we all feel safe is a priority. Class Expectations Please always display your name tents. I include my pronouns on my Stay home if you are sick name tent and you are welcome to do that as well. Learn the names of Be on time your colleagues and exchange contact information. Display your name tent every class Respect Chairs at the end of tables are not available for seating because of It is vital that we respect one another during course activities. This safety issues includes not attending class in person when you are sick, considering Avoid side conversations wearing a mask properly over your mouth and nose if you are with people in your recovering from being sick, staying focused, and refraining from vicinity multitasking, texting, checking email, or having side conversations. Focus only on SCED 475 Please remove distractions as much as possible during class. Extend Come prepared with yournotebook and a courtesy to your instructor and fellow classmates by using your devices tablet/laptop only for class purposes. There is empirical evidence to show we think we Wipe down your space before can multitask but alas, we cannot. Text-messaging, email, and checking and after class Canvas for other classes are distractions and prevent you from full Limit food or drink in class participation in class. Be the student you want to teach! Engage in class activities We will spend most of our class time working together in small groups. If you know you need to accept an emergency phone call during class, or have children at home, please let me know. My daughter is 14 years old and in 9th grade at Greeley Central High School in One of my mentors had a phrase I hold dear: Greeley. There may be times I need to accept a call from her school. “I give grace, you give grace” I understand you will have similar circumstances. If you need to I will be as clear as possible to communicate take a phone call or send a text during class, please step out into the expectations and provide feedback. Clear communication is important for our learning hallway if we are doing a whole-group activity or excuse yourself community to grow. from your small group. Attendance & Participation Class absences and grades correlate! I do not factor attendance into your final grade. However, attendance and completion of in-class activities correlate with performance levels on assignments and a student’s final grade. You are expected to attend all class meetings. Class participation matters! Active participation and engagement are essential to your learning to create and sustain a student-centered, inquiry- based learning environment; therefore, your attendance is very important. Each class will begin promptly with a Plicker question. I will take attendance daily but please stay home if you are sick. You will not receive a grade based on your attendance. I encourage all students to reach out to me prior to the day and time of an anticipated class absence but if you are sick, send a Canvas message or email letting me know. This demonstrates professionalism expected as an educator. Are you involved in university or community activities? If you are involved in university or community performances or activities, please let me know! I played basketball all four years in college (Winthrop University-Go Eagles!), am an amateur musician (guitar, French horn, and Irish penny whistle) and am on a cycling team. I’d love to know if you are involved in university-sponsored activities. If so, you may need to be excused from a class or meeting. In all instances, it is your responsibility to present a written request for permission for the absence. In addition, meet with me to discuss how the absence might affect your ability to meet the course requirements. Do this as early in the semester as possible. While I will seek to the greatest extent possible, consistent with course requirements, to make reasonable accommodations for students involved in University- sponsored activities, recognize that not every course can accommodate absences and neither the absence (nor the notification of an absence) relieves you from meeting the course requirements. In recognition of the diversity of the student body, the University provides that you may request an excused absence from class for participation in religious observances. In all such instances, it is your responsibility to request, in writing, for the absence to be excused. I ask you to make any such requests before the course drop deadline for the semester. 5 Updated August, 2024 What if I'm sick or not able to attend class? Exchange contact information with classmates and if you are home sick, ask them to FaceTime or Zoom you into a small group. This is not a lecture course. You will be working in groups to plan lessons, teach lessons, and engage in small groups to complete projects in class. Grading Policies & Information I’m incorporating many of Joe Feldman’s equity-minded grading practices into this course. Key points about grades in this course include: Assignments will be graded using a 4-point scale. This 4-point scale has a corresponding letter grade equivalent. Letter grades in this course are based on the 4-point tiered scale, not a percentage system. For example, an average of 3.5 - 4.0 is an "A", 3.0 - 3.49 is a "B", 2.0-2.99 is a "C", 1-1.99 is a "D" and an average below 1 is a failing grade. Scaling grades on a 0-4 scale has been shown to be more equitable for assigning the letter grades (Feldman, 2019). Your final grade displayed in Canvas is scaled in this way. Not all assignments will be factored into your final grade. You will notice that some assignments in Canvas will not count toward your final grade but they will be graded. This is to get feedback and is important for your success. The grades that are factored into your final grade, in general, are those completed during the middle and second half of the course. This provides opportunities to practice and receive feedback prior to being assessed. Some assignments you submit in Canvas will be evaluated as “complete” for full credit or “incomplete” for no credit because they are to receive feedback only. They may also not be factored into your final grade. Assignments turned in that do not include correct information will receive an incomplete. Grades will not be curved or based on a relative approach (e.g., curving grades). Your performance is based on a standard, not how you do relative to how others in the course perform. In this course each assignment is connected to a learning objective (mastery of Aspects of Ideal Science Teaching) so there is no extra-credit in this course. Factors that influence grades but are not related to student mastery of knowledge and skills (lateness, effort, attendance, extra credit, time it takes to take assessments) are not included in the grade for this course. See the attendance policy for more information about grades and attendance. In general, not completing assignments and not attending class consistently results in lower grades. There may be opportunities to learn from your mistakes and resubmit assignments. This is done case- by-case. Check your messages and assignment comments frequently for communication about opportunities to resubmit assignments. There is a growing body of literature to support using a 4-point scale for assessing work is a more equitable pedagogical practice than making an assignment worth 100 points. For example, if you receive a "0" or low grade on one or more high point assignments, your average grade would be pulled down so much it might result in a failing grade despite your performance on other assignments that indicate learning course objectives. Large point assignments can reduce an overall grade and a "0" on an assignment may result in an overall low grade that does not reflect the learning that occurred in the course. Grading is a collaborative process and I expect you to reflect on your learning when I provide feedback and communicate with me throughout the semester. 6 Updated August, 2024 Performance Level Rubrics I strive to be totally transparent about how I evaluate and assign the grades you earn in SCED 475. Written assessments and lessons you teach to our class will be graded on Aspects of Ideal Science Teaching using rubrics based on a 4-point scale. Specific examples of student responses at each level of performance will be provided in class, typically in a PowerPoint slide or in a discussion as assignments are assigned. It is the student’s responsibility to attend class or consult with a classmate to receive this information. You will create an entry in your science notebook to record your performance level (1-4) on each Canvas assignment that counts toward your final grade. I suggest you reflect on each assignment and record this in your notebook. You can see your current grade calculated in Canvas and can make an appointment with me at anytime to discuss your grades if you have concerns about how you are being evaluated. Letter Grade Equivalent A = 3.5-4.0 B = 3.0-3.49 C = 2.0-2.99 D = 1.0-1.99 F = 0.99 and lower Grading for Equity 4-Point Performance Rubric Level of Performance Descriptor Performance 4-Distinguished Student demonstrates clear, accurate, and advanced evidence of understanding. Information is clearly communicated (few if any grammatical mistakes) and response is concise and all components in the prompt are addressed correctly. Examples enhance the response and are supported with citations from course readings, outside readings, and/or information from prior courses and teaching experiences using parenthesis that includes the author and title of the work, with a page number when appropriate). If a source outside of a class reading is cited, it is listed at the bottom of the response using APA or MLA format for references. The citations provided enable the instructor to find the resource quickly to check the quality and accuracy of the source. The response synthesizes multiple ideas and demonstrates sophisticated thinking. Response formatting is organized with headings, bullets, and paragraphs (when applicable) to enhance readability. 3-Mastery Student demonstrates a clear, accurate understanding. Information is clearly communicated (1-2 grammatical mistakes) and all components of the prompt are addressed correctly. Examples are included but may or may not be cited or referenced in a way that the instructor can find the resource to check the quality and accuracy of the source. The response is organized. 2-Developing Student demonstrates a partial understanding. Some of the response is correct (student is on the right track) but may include some misunderstandings. The response is not sufficient or not clearly written for the instructor to assess the response as mastering the concept. The response organizations (headings, bullets, and paragraph structure) may hinder readability or ability for instructor to evaluate synthesis of ideas. 1-Concern Student demonstrates a clear misunderstanding, or a response is insufficient to evaluate. 0-No evidence No evidence of understanding is provided. Response may not be submitted. A score between performance levels may be assigned if some but not all of the requirements of the higher level are met. Read the feedback in the Canvas assignment comment box for details about the performance level evaluation. It is your responsibility to schedule a meeting if your grade is unclear of you would like more feedback on how your assignment(s) were scored based on the performance level rubric. Schedule a time to meet using the Calendly link. 7 Updated August, 2024 Important Information about Grades in SCED 475 A longer response does not necessarily indicate a higher score. A score of “3” on assignments is considered Mastery of the concepts and indicates you have the knowledge and skills to be able to implement this aspect in your future instruction. This is the goal! There is a distinct difference between a 3-3.49 (Mastery) and 3.5-4 (Distinguished). Please use the rubric above when completing assignments and ask yourself the following questions as you use the rubric to guide you: Did I find accurate sources to support my response and cite those references correctly? Is my writing clear, concise, and organized? Does my response reflect a deep understanding and synthesis of ideas? Your final grade will be an average of performance scores across the assignments that count towards the final grade. You can find which assignments count in Canvas. Not all assignments count toward the final grade (see image below to know how to identify these assignments in Canvas). Final Exam Dates & Times FINAL EXAM WEEK INFORMATION You are expected to attend the final exam for the entire scheduled time. Confirm the final time on the UNC finals schedule. Check Canvas for any updates or changes. M/W Section: 12/10/24 10:45am-1:15pm T/R Section: 12/9/24 10:45am-1:15pm 8 Updated August, 2024 Due Dates, Late Work Policies, & Assignment Resubmissions Your completion of all assignments by the target due date is important to your success as a future elementary teacher. Turning assignments in on time helps me help you. I need time to read your work and provide feedback to help you grow as a professional. While some class Target Due Dates assignments will be completed together, you are each expected to submit your Throughout the semester you will be given own assignment by the due date. Word for word submissions will not be assignments to accompany what we are graded. learning in class. Each should be Can I turn in assignments late? viewed as an opportunity learn. It is your responsibility to be aware of all assignments Throughout the semester you will be given assignments to accompany what we and when they are due. Your completion of all are learning in class. Each should be viewed as an opportunity learn. It is your assignments by the target due date is responsibility to be aware of all assignments and when they are due. Typically, important to your success as a future I have short grace period for turning in work, hence due dates being “targets.” elementary teacher. Turning assignments in For example, if an assignment is due on Sunday at 11:59pm, I will accept it until on time helps me help you. I need time to read Monday but only if you include a comment in the assignment comment box your work and provide feedback to help you grow as a professional. Typically, I have short letting me know when you will turn in the assignment. It is up to my discretion grace period. For example, if an assignment is whether work submitted after the target due date and grade period will be due on Sunday at 11:59pm, I will accept it evaluated. I will work with you to determine whether you can turn in until Monday IF you include a comment in the assignments after the target due date and time and communicate in the Canvas assignment comment box letting me know comment box when late assignments are due. when you will turn in the assignment. It is up to my discretion whether work submitted after the target due date will be evaluated. I will What happens if I don't complete assignments? work with you to determine when assignments If you have any more than two incomplete assignments at any one time turned in during the grade period are due (including in class assignments that do not count toward the final grade), you (exact date and time). This will be will be required to meet set an appointment with me to discuss your progress in communicated in the comment box in the course. In general, I am very understanding when you come speak with me Canvas. about the plan you have for being successful in the course. This demonstrates professionalism, standards you are being evaluated on in your program. I'm aware you have many responsibilities outside of this course and school, but having more than five Be sure to check for incomplete assignments may result in an incomplete final grade for the course. You will comments Dr. Parrish not be able to complete the final exam teaching demonstration if you have more than five leaves on your incomplete assignments by the due date for the final exam lesson analysis assignment. assignments (including assignments that do not count toward the final grade) If you have five incomplete assignments at this time, you will be given the choice to take an incomplete grade in the course. If you are concerned about this, make an appointment with me to discuss your progress prior to November 1. Can I resubmit assignments? There may be opportunities to resubmit work for some assignments but only if you receive a comment giving permission to resubmit. In general, I provide permission to resubmit assignments that receive a score of 2.9 or lower. There are some exceptions to this policy made on a case-by-case basis. I use the assignment comment box in Canvas to communicate with you whether you can resubmit an assignment and to communicate your performance and areas for improvement. I give extensive feedback in the comment box. You are expected to read my comments. If you resubmit an assignment, the new submission will only be evaluated if the original submission is clearly identified and included within the same document or text box entry. No exceptions. I suggest you work in a document saved on your computer, not directly in Canvas, so you have record of your work if something gets Be the student deleted (Canvas features for submitting assignments can be confusing) and to make sure you have a saved version of your original work. The specific dates and times when resubmissions you want to are due will be clearly communicated in the Canvas comment box. You are responsible for teach! reading these comments and resubmitting assignments by the due date and time. Other Information about Assignments Some assignments you submit in Canvas will be evaluated as “complete” for full credit or “incomplete” for no credit because they are to receive feedback only. Assignments turned in that do not include the specified components will receive an incomplete. Some assignments will be completed in small groups. There will be times when your small group may not finish the in- class tasks. You are expected to set up meetings outside of class to complete these prior to the target due date. Some assignments will require you to interview students or your practicum teacher. You will be given notice of when these assignments are due with at least 2 weeks notice. 9 Updated August, 2024 Assignment Categories In-Class Assignments (Typically do not count toward the final grade but more than 5 can result in an Incomplete grade in the course) Each week you will be assigned tasks to turn in that you work on in class. Sometimes you will submit something in Canvas for me to mark as complete/incomplete. Sometimes your work will be completed in your science notebook (I do not collect or grade your notebooks). Typically, assignments in this category do not count toward the final grade but completing them is important to be successful on assignments that do count. A grade of "incomplete" or a score of less than 2 on an In-class assignment is considered incomplete and if you have 5 or more incomplete assignments when the final teaching demonstrations begin (usually around November 15), you will need to schedule an appointment with me to discuss taking an Incomplete in the course. It is your responsibility to check the course weekly course module for handouts, class activity information, and assignments. You are responsible for this information even if you do not attend class which is why I highly recommend you have a friend in your small group Zoom or FaceTime you in if you are unable to attend class due to illness or other unforeseen circumstance. Asynchronous Assignments (Approximately 50 points) You will complete at least 12 graded assignments labeled “asynchronous assignments” in Canvas that are to be completed outside of our in-person meeting time, though there may be 14 assignments based on the needs and pace of the class. These assignments are based on the Aspects of Ideal Science Teaching and are typically due on Sunday nights at 11:59pm. They will require completing readings, watching videos, conducting research, and analyzing lessons outside of our in-person meeting times. Preparation for these assignments will take approximately 50-60 minutes and completing the assignment will take longer. Keep in mind that for each hour spent in class, you should spend 1-2 hours outside of class working with the information. Each asynchronous assignment will be graded using the 4-point performance rubric. Midterm Lesson Analysis (Approximately 50 Points) Each person will be assigned a science lesson to analyze and modify that can be taught in a 30 minute lesson. The lesson analysis you turn in will be divided into multiple pieces (based on the Aspects of Ideal Science Teaching) and will be completed as a take home midterm. You will sign an honor statement that you did not receive any help on the assignment. All parts of the midterm will be evaluated using the 4-point performance level rubric and count toward the final grade. The due date for the components of the midterm will be determined based on the needs and pace of the class, though this typically occurs during the middle of October. You will receive more details about the midterm, including the lesson you are assigned to analyze, as soon as our classroom groups and norms are established. Midterm Teaching Demonstration Reflection (Approximately 25 points) Each person will teach the lesson they analyzed. You will teach the lesson to our class (format to be determined) and apply the Aspects of Ideal Science Teaching. You will engage in peer evaluation of your teaching, much like what occurs in schools, to provide feedback and allow reflection. This evaluation does not count toward the final grade. Your grade will be determined by your reflection on your ability to apply the Aspects of Ideal Science Teaching. This will be completed after you teach your lesson. Final Lesson Analysis (Approximately 50 points) Each person will be assigned a science lesson to analyze and modify. The lesson analysis you turn in will broken down into multiple pieces (one or more for each Aspect of Ideal Science Teaching) and will be completed over the course of 2 weeks and turned in on Canvas. Each piece will be evaluated using the 4-point performance level rubric and count toward the final grade. Final Teaching Demonstration (Approximately 50 points) The lesson you teach will be evaluated on your ability to apply the Aspects of Ideal Science Teaching in your instruction. You will be evaluated by the course instructor based on each Aspect of Ideal Science Teaching. A rubric will be provided when you receive your lesson. This evaluation counts toward the final grade. Teaching demonstrations begin in November and conclude during our final exam meeting time. You are expected to attend all class meetings to be participant students in the teaching demonstrations. Missing a class period without a documented excuse (doctor, funeral, etc.) will result in a letter grade deduction for the course. Participant Reflection from Final Teaching Demonstrations (Approximately 25 points) You will complete a written reflection on the Aspects of Ideal Science Teaching based on the final teaching demonstrations of your peers. You must attend the final teaching demonstrations to complete this assignment. This will be turned in during finals week. Due date and time TBD. Check Canvas for updates. 10 Updated August, 2024  Category Points* % of Final Grade In Class Assignments 0 0 Asynchronous Assignments 50 20 Midterm Lesson Analysis 50 20 Midterm Teaching Demonstration Reflection 25 10 Final Lesson Analysis 50 20 Final Teaching Demonstration 50 20 Participant Reflection/Final Teaching Demonstrations 25 10 *This is approximate and may vary depending on the needs and pace of the class. Final Grade Calculation Each Assignment Category will have numerous 4-point assignments graded using the performance rubric. These will be averaged to provide an overall performance level for the course. You will be able to see your letter grade in the course in Canvas throughout the semester because the grading scale for our SCED 475 Canvas Gradebook is set to the 4-point scale where the average has the letter grade equivalent stated in this syllabus. Letter Grade Equivalent A = 3.5-4.0 B = 3.0-3.49 C = 2.0-2.99 D = 1.0-1.99 F = 0.99 and lower Important Dates Check the Canvas Calendar often for updates to the course schedule. Aspects of Ideal Science Teaching This course covers some of the aspects important for teachers to know to effectively teach science in the elementary classroom. These aspects were selected from learning research, evidence-based instructional models, and the National Science Teacher Association (NSTA) recommendations. This list is not exhaustive but provides a solid foundation for teaching science. Integrated in each aspect are elements related to culture, diversity, and equity in science teaching from the Colorado Educator Preparation Standards for Elementary Grades (K-6). 1) Standards-based, 3-Dimensional Science Instruction The 3 dimensions (3D) of science instruction include: Disciplinary Core Ideas (DCI), Science and Engineering Practices (SEP), and Crosscutting Concepts (CCC). These dimensions are central to aligning science lessons to both the national Next Generation Science Standards (NGSS) and the Colorado Academic Standards for Science. The main learning goal in a lesson (SWBAT) includes a performance expectation composed of each part of the 3D Standards: the DCI science idea(s), Science and Engineering Practices with process skills, and Crosscutting Concepts. The main learning goal is directly connected to the phenomenon central to the lesson and is written as a statement that clearly communicates what the science teacher expects students to be able to do at the conclusion of the science lesson or unit. 2) Science Notebooks as Learning Tools The science notebook is an effective tool for students to clarify their thinking and make sense of science ideas. The notebook is personalized, yet structured, and includes key features such as a table of contents, glossary, numbered pages, activity titles, etc. The notebook enables students to collect and organize data and synthesize thinking and is used as a learning tool that goes beyond teacher centered, mechanical use to student centered, insightful notebook use. 11 Updated August, 2024 3) Communicating in Scientific Ways Students’ thinking will be revealed more clearly as they learn to think and communicate using scientific norms of discourse. This does not mean that students should always use technical science vocabulary. Instead, it refers to scientific ways of thinking and communicating. 4) Alternative Science Conceptions and Common Student Ideas It is vital to identify and be able to anticipate the alternative conceptions directly related to the main learning goal when planning and teaching science lessons. High-quality teaching and learning resources support teachers in identifying alternative science conceptions and common student ideas that do not align with ideas accepted in the scientific community. 5) Science & Engineering Practices (Inquiry) One of the dimensions of NGSS and the Colorado Academic Standards for Science includes Science and Engineering Practices. Process skills are included in the SEPs and when included meaningfully, enhance the level of student engagement and cognition when engaged in scientific inquiries. 6) Types of Science Investigations There are different types of science investigations, and it is important teachers correctly identify, understand, and use each appropriately when planning inquiry lessons. 7) Questioning Strategies Types of questions (elicit, probe, challenge) need to be identified in classroom discourse to reveal, support, and challenge students’ thinking. The questions used engage students in communicating scientifically and reasoning about science concepts, making student thinking visible. This is done in such a way that allows the science teacher to listen and, in real time, be on the lookout for misunderstandings and alternative conceptions to diagnose common student ideas that do not align with accepted scientific ideas. The questions enable the science teacher to support students in developing more accurate scientific explanations of the world around them. 8) Claim, Evidence, Reasoning (CER) Explanations Three components of scientific explanations (claim, evidence, and reasoning) support students to develop a complete and accurate scientific explanation. The claim answers the question, the evidence used to support the claim is empirical, and the reasoning includes logic that builds on established scientific knowledge. 9) Classroom Management & Safety in the Science Classroom Classroom management and safety are important to keep everyone safe when engaged in scientific inquiry. Science classroom safety posters and contracts for students and parents should be legally sound and include information that contains best practices for classroom safety that is framed in a positive (not punitive) way that promotes a positive, collaborative classroom culture. Classroom management considerations are evident in the planning and teaching of science lessons. These include aspects of safety that are specific to material distribution, use, and clean up, supporting productive classroom discussions and small group collaboration, and redirecting off-task behavior quickly. 10) Scientific Data Collection and Analysis Data analysis starts with organizing data in the form of tables, graphs, or diagrams most appropriate to identify patterns. Organizing data requires supporting students to distinguish between observations and inferences and communicate their ideas clearly and completely. Data analysis then uses statistical analysis (e.g., mean, median, mode) to interpret and make sense of the data to bring meaning to the patterns in the data using scientific ideas. 11) Inquiry Instructional Models: The 5E’s to Storylines The 5E Instructional Model has been used for decades to effectively plan and teach science lessons. When what the teacher and students do is consistent with each stage of the model, students are more likely to be engaged and learn science concepts. The explain stage of the instructional model is used after the engage and explore, and includes asking students questions elicit, probe, and challenge questions to reveal their thinking (teaching isn’t telling) so they can construct scientific explanations for the phenomenon. The 5E model is foundational to using storylines to sequence lessons that are motivated by students’ questions as they interact with phenomena. 12) Phenomena-based Science Teaching 12 Updated August, 2024  The phenomena selected for science lessons and units are engaging but do not have to be flashy and fun. The selected phenomenon is an observable event that, when explained, is directly related to the main learning goal. The phenomenon is introduced to the students at the beginning of the lesson or unit to promote authentic engagement and generate a “need to know”. The phenomenon guides students learning with the goal of having them develop a scientific explanation of the phenomenon. The phenomenon drives the lesson, learning, and student thinking. 13) Professional Learning Resources for Teaching Science Professional learning resources for science teaching are available for free and can be used throughout your career to grow as an educator. The resources explored in this course include information from professional organizations, such as the National Science Teachers Association. 13 Updated August, 2024 University Information Please visit https://www.unco.edu/center-enhancement-teaching-learning/teaching-resources/syllabus_statements.aspx for updated university-wide syllabi information for ADA and Title IX (Disability Resources), Confidential Campus Resources, Academic Integrity Statements, Attendance Policies, Center for Career Readiness, Equity & Inclusion, information about Food Insecurity, a Land Acknowledgement Statement, Tutoring Services, Tech Support, Library Resources, and many more. Below I will clarify additional information about the use of AI in SCED 475 because the university recognizes the use of this technology can vary greatly depending on the content and context of the course. Artificial Intelligence (AI) Use Statements The university statement for AI use is as follows: AI Writing tools are not permitted for any stage of work in this class without discussing their use with the instructor. If you use these tools without permission, your actions would be considered academically dishonest and a violation of the Academic Honesty Policy. Intellectual honesty is vital to an academic community and for my fair evaluation of your work. All work submitted in this course must be your own, completed in accordance with the University’s academic regulations. You may not engage in unauthorized collaboration or make use of ChatGPT or other AI composition software. In addition, for our course, I will clearly announce whether it is appropriate to use AI on a task or when you do not have permission to use AI on assignment(s). When in doubt, it is your responsibility to check with me. I check assignments for the probability of being completed by AI because using AI can result in gaps in your knowledge. At the same time, I also hold the philosophy that AI can be used as a tool to enhance science lesson planning and support teachers with other time-consuming tasks. There are nuances for learning how to teach science (and teaching in general) that cannot be completed by AI (yet). As such, we will go through ways to use AI ethically. I expect you to learn to use AI resources to find curriculum, craft lesson plans, and enhance your teaching of science, but always disclose through a citation when and how you use AI in this course. The university AI policies are still developing therefore we will learn how to use this technology together to establish classroom norms, such as the format for citing AI tools, to ensure you are using it appropriately. Misuse of AI (turning in assignments without adding your own voice, not citing what AI tool you used and why, etc.) is a violation of university policy and may result in zero credit in this course or result in University disciplinary action. Any assignment that is completed with the assistance of AI must include the AI app or website you used, the prompt you entered, as well as include a reason/rationale of why you chose to use this support. You also need to include how you used the AI information in your assignment. This citation needs to be documented in the document or textbox you submit in Canvas and a comment in the Canvas comment box feature available when you submit assignments. Failure to disclose these details or any use of AI will result in a failing grade for the assignment and the UNC university academic misconduct for plagiarism and academic dishonesty policy will be enforced. You are responsible for the information about AI discussed in class, reading Canvas updates on proper AI use, and asking questions to ensure you understand the expectations for using AI in SCED 475. You will receive examples of how to use AI ethically and the correct format for citing AI in your work. It is your responsibility to get this information if you are unable to attend class. In general include: 1. The AI app or website you used 2. The reason you used AI (be specific) 3. The prompt/questions you asked AI 4. How you used the information AI generated (e.g., I received a lesson plan but then modified it by adding X, Y, and Z because…) Student Support What should I do if I need help? Please contact me if something comes up and you’re having a hard time keeping up, if you have a question about thematerial, a concern about the class, a problem with Canvas, or you just want to talk about teaching! If there is something going on that is preventing you from being successful in the class, please let me know or contact one ofthe support services on campus: UNC provides group, individual, and couples counseling, psychiatric services, crisis support, consultation, and outreach programming to the UNC community. Our goal is to support students throughout their academic 14 Updated August, 2024  journeystowards healthy and meaningful college experiences. Counseling services are free to UNC students. https://www.unco.edu/counseling-center/ UNC offers assistance to students facing food insecurity through an on- campus food pantry. The Bear Pantry islocated in University Center 2166A, and is open for regular hours throughout the semester. Please visit www.unco.edu/bear-pantry for more information. Any student who faces challenges securing their food or housing and believes this may affect their performance in the course is also urged to contact Student Outreach and Support (SOS) for assistance. SOS can assist students during difficult circumstances which may include medical, mental health, personal or family crisis, illness or injury.SOS can be reached at [email protected] or via phone at 970-351-2796. Students often experience stressors that make it difficult for them to meet the challenges of their courses—stressors like sleep problems, financial concerns, relationship concerns, employment difficulties, feelings of anxiety, hopelessness, or depression. If you are struggling with this class, please visit me during student hours or contact me via e-mail. If you’re not sure where to turn, the website for UNC’s Student Outreach and Support (SOS) office lists a wide variety of resources for students. Case Managers in the SOS office can assist students during difficult circumstances which may include medical, mental health, personal or family crisis, and illness or injury. Mental health professionals are available for free, confidential consultations in the Counseling Center. To access staff in the Counseling Center, call 970-351-2496 or stop by the Center, located on the second floor of Cassidy Hall. If you are experiencing a crisis after-hours, call the Counseling Center and press #2 to connect with a crisis counselor. 15 Updated August, 2024  Teacher Education Standards Aligned with SCED 475 Course Objectives Course: SCED 475 Standards Course Objectives Colorado Licensure EL Readings & Assignments Teacher Area Standards Quality Standards (5.09-5.12) Standards (5.01-5.04) Examine current literature and educational research 5.01(3) 4.02(1)(c) 5.11(1) Readings on topics including 5E Learning Cycle (BSCS ViSTA on science teaching practices to analyze pedagogical Plus Modules), Inquiry Instruction (Bransford), Standards- practices. based Learning (NGSS, Lead States). Explain the value of science concepts, nature of science and 5.01(3) 4.02(1)(c) Lesson analysis of inquiry demonstrations: Isopod scientific inquiry as a methodology for exploring and exploration, electricity inquiry, orange explorations, explaining the natural world. pendulums, and mystery boxes. Design and implement inquiry studies related to science 5.01(1) 4.02(1)(c) Analysis of student thinking in the practicum on science teaching and learning in the practicum classroom. concepts, learning cycle (5E), questioning strategies, alternative conceptions, and observations/inferences. Utilize and apply national and state science standards to 5.01(1) 4.02(1)(a) 5.09(1) Align science lessons and curricular materials to Colorado instructional curricula and analyze instructional resources 5.01(2) 4.02(1)(c) Academic Standards for Science and the Next Generation and teaching practices based on the three dimensions and Science Standards. NOS of the Next Generation Science Standards framework (including WIDA and Appendix M literacy) and the use of phenomena in lessons. Identify and apply science practices (inquiry) and process 5.01(3) 4.02(1)(a) Reading NSTA: Process Skills (NSTA Press); Analyze SCED 475 skills in course activities and experiences. 4.02(1)(c) activities and inquiry instruction with types of inquiries in elementary science classrooms. Analyze and describe the research foundations for best 5.02(2) 5.09(1) BSCS Inclusive Instruction; Equity in Phenomena-based practices in teaching science that supports inclusive 5.10(1) teaching readings instruction (Cultural and Language Diverse/CLD) 5.11(1) 16 Updated August, 2024 Design, perform and analyze science-based 5.01(3) 4.02(1)(b) Analyze lessons and identify ways educative making can experiments/investigations incorporating the use of 5.03(3) enhance 3D science instruction. Engage in lessons on how to technology in educative making. use AI ethically in teaching and learning. Describe the basic tenets of constructivism and the 5E 5.01(3) 4.02(1)(c) How students learn (Bransford, Chapter 2); Where does the learning cycle. mass of a tree come from? Analyze, develop and instructionally deliver science lesson 5.01(2) 4.02(1)(a) 5.11(1) Design and teaching lessons using the 5E instructional plans which follow the 5E learning cycle and support CLD 4.02(1)(b) 5.12(1) model; Integration of content areas across disciplines strategies, literacy development (reading, writing, oral, 4.02(1)(c) (mathematics, social studies, literacy) during orange listening), and mathematics development. observations, isopod inquiry, and pendulums. Apply national and state science standards to designed 5.01(1) 4.02(1)(a) Lesson analysis and alignment to NGSS and CAS for Science lesson plans. using the instructional model framework. Analyze and describe the appropriate uses of three types of 5.02(1) 4.02(1)(c) Lesson analysis and teaching using questioning strategies lesson delivery: direct instruction, demonstrations, and and 5E instructional Model. student-centered inquiry. Explore their personal learning and teacher development 5.03(2) Notebook reflection assignments at conclusion of lesson through reflective practices that connect with course topics. analysis. Design and deliver standards-based science lessons that 5.01(3) 4.02(1)(a) Design and teaching lessons using the 5E instructional model good teaching practice in science including 5E inquiry 5.03(1) 4.02(1)(b) model. lessons, phenomena-based learning, questioning strategies, 4.02(1)(c) assessment, Formative Assessment Probes, and safety 5.02(1) practices. 17 Updated August, 2024 Analyze instructional materials and course experiences for 5.01(2) 4.02(1)(b) Design, teaching lessons, and lesson analysis using the 5E STEM components, science concepts, science inquiry and 4.02(1)(a) instructional model. nature of science. Coordinate student-centered curriculum that focuses on 5.01(1) 4.02(1)(a) Analysis of curricular materials (Inquiry in Action, EIE, and students’ needs, interests, community, culture and local 5.02(2) Foss Kits) as reflective of WIDA standards and NGSS environment and aligned with standards. 5.03(1) instruction. Make curriculum connections between science and other 5.01(2) 4.02(1)(a) Design and teaching lessons using the 5E instructional subjects (i.e., literacy, mathematics, social studies, art, etc.) model; Integration of content areas across disciplines (mathematics, social studies, literacy) during orange observations, isopod inquiry, and pendulums. Identify strategies to accommodate the needs of culturally 5.02(2) 4.02(1)(c) 5.09(2) Questioning strategies and use of notebooks as learning and linguistically diverse (CLD) students in teaching science. 5.02(3) 5.10(1) tools (insightful use) as related to EL teaching quality standards. Evaluate and model the uses of different types of 5.01(3) 4.02(1)(b) Development of lesson materials during the evaluate phase assessments as appropriate in science instruction. 5.03(2) of the 5E Instructional Model. Describe why good teachers are flexible, reflective and focus 5.02(3) Reflections on Aspects of Ideal Science Teaching as related on students first. to practicum observations and demonstration lessons. Create a vision statement of a student who is scientifically 5.01(3) Reflections on Aspects of Ideal Science Teaching as related literate and a classroom that promotes scientific literacy. 5.03(1) to practicum observations and demonstration lessons. 18 Updated August, 2024 Work collaboratively both in the classroom and on projects. 5.02(2) Small group teaching and planning of demonstration 5.03(5) lessons. Be confident in their ability to teach science. 5.04(1) Self-efficacy reflection (I am, I can, I will, I do statements). 19 Updated August, 2024