This syllabus is electronically interactive. As such it will be updated over the course of the semester (look for current dates at the bottom of the page).
Think about this syllabus as a contract; you are responsible for the information in it, even if I never bring it up in class.
Reread it regularly over the course of the semester.

Note: Syllabus Subject To Change

Instructor

EDU 246 will feature a guest instructor for physical science Mr. Eric Koser will lead and facilitate physical science from November 11 to December 9, 2014.

Access to Education:
Every student has a right to learn and participate in this class. I recognize that we all learn differently. If you have learning challenges, please see me about how we can work together to support your learning needs. Bring any documentation and suggestions about how I may assist you. We will work together to make this a great learning experience for you.

• The Immortal Life of Henrietta Lacks by Rebecca Skloot
• What to Eat by Marion Nestle
• Wildflowers of Minnesota by Stan Tekiela
• Minnesota Trees by David M. Ratke
• Birds of Minnesota by Stan Tekiela
• Monarchs in the Classroom Curriculum (Grades 3-6) by Karen Oberhauser
• Popping with Power, AIMS curriculum
• Colored pencils (either a pack of 12 or 24)
• EDU 246 Course Packet
• Composition Book: 80 sheets, (ruled lines, not graphing grid) 10 x 7 7/8
• Post-it or sticky type notes
• Scissors (optional, but handy).

This course requires a high level of participation of all students within a collaborative and cooperative learning context. Active learning of science will include individual and group processing of science content, activities, presentations, investigations, experimentation, field work, laboratory work, field excursions, and individual and group projects. 

• To build fundamental general life and physical science concepts that will be applicable and appropriate for the elementary educator and envisioned by the National Research Council, the American Association for the Advancement of Science, and the National Standards for the Preparation of Teachers of Science.
• To apply and come to appreciate the diversity of life and nature that is found in our own regional natural history.
• To come to understand the nature that is at the heart of doing science.
• To understand the complexity and delicacy of the interconnections between living and non-living systems.
• To understand and apply in our daily lives the concepts of environmental stewardship.
• To understand the process and practice of scientific inquiry and the nature of science.
• To build an awareness of issues in science related to social justice and equity.
• To learn science within a context that is inviting, collaborative, cooperative and respectful.
• To become comfortable with some ambiguity.

In addition to the above stated goals, this course will invite growth and rumination of four distinct skill sets and attitudes that are important for future teachers and as human beings and articulated by Thomas Friedman (2005): an ability to "learn how to learn," cultivating your own passion and curiosity, building respect between your peers and the instructor as someone who "plays well with others," and finally nurturing more of your right brain.

Natural Science Perspective (NASP)

You will earn one NASP area credit for successful completion of this course.

Goals of the Liberal Arts Perspective courses in Natural Science introduce the student to the mechanisms of natural and life processes, and the quantitative basis for understanding these processes. As such, they focus on the evidence, theories, and methods of the natural sciences and place them in a historical context. They also place some emphasis on the strengths and limitations of the methods employed, the philosophical assumptions, the boundaries and connections with other disciplines, and relationships to social, ethical, and political problems.

NASP Student Learning Outcomes

1. Students will demonstrate factual knowledge about some aspect of the natural world.

2. Students will describe the ways by which scientists organize knowledge into fundamental principles or theories that explain facts and make predictions about the natural world.

3. Students will employ scientific concepts, principles, and methodologies to solve problems or generate explanations about the natural world.

4. Students will describe the historical and/or cultural context and analyze the philosophical implications of one or more important scientific concepts.

5. Students will engage critically with the ethical and social impacts of science and technology.

Attendance: Gustavus Education Attendance Policy 

1) Cumulative absences (excused or not excused) equaling 15% or more of scheduled class meetings will result in a lowering of the grade by one letter grade. Cumulative absences (excused or not excused) equaling 25% or more of scheduled class meetings will result in a D grade. This will require a retake to remain in the education program. Excused absences are those that come with written documentation. Illness excuses must be communicated to the instructor at least one half hour prior to the start of the class period. Extenuating circumstances may be considered by the instructor.

2) Five or more late entrances into class (for one hour classes) and two or more late entrances (for longer classes) will result in a decrease of the final grade by one letter grade.

3) Absences from any practicum requirement for this course without prior contact (at least a half hour prior to the start of the placement experience) with the instructor and the placement teacher will result in a decrease in the final grade by one letter grade. All visits will be verified with the practicum teacher or site coordinator. In addition, more than one excused absence must be made up by the student on the student’s own time, with a signed statement form the placement teacher/site manager attesting to the additional visit(s), returned to the course instructor before the end of the semester.

Cell phones and lap tops: Please be sure to silence your cell phone and stow it. It is a distraction for all of us if it goes off. Laptops: You are welcome to use your laptop for course related activities or for taking notes. Please be respectful of everyone's learning including your own and save social media, shopping and other online pursuits that are not directly related to the course, for outside of class time.

Food and drink:
This class will model safe environmental classroom habits. Each class session involves science materials, equipment, and or solutions, therefore  please do not bring food into either the classroom/laboratory. Refillable, covered beverage containers are fine for class.

E-mail:
It is a requirement for this course that you are able to use basic email features. I will be using electronic mail to send you assignments, feedback, and other important documents. Knowledge and application of sending, receiving, and attaching documents to email is assumed for all students in this course. If you are not familiar with these e-mail functions, please see me as soon as possible. In addition, I generally respond to email within 24 hours, however, I read and respond to email from 6-7am and 5-6PM.

Honesty Policy:
This course will abide by the Gustavus Adolphus Honor Code. Ethical behavior is a must for teachers. Plagiarism will not be tolerated. Please review this web site for an overview of plagiarism. You will be asked to include the Honor Code on major assignments that you complete for this class. Inserting the Honor Code and your name or signature implies that you did the work that is represented in the product that you turn in, including meeting with writing tutors at the Writing Center.

The emphasis of this course is on the understanding and learning of basic science concepts of life and physical science. Expectations are high for all students in terms of the quality, integrity and consistency in completion of assignments and participation. The evaluation for a grade will de-emphasize the rote learning of science facts and terminology. Your grade will be a reflection of your efforts to understand, process, and investigate the science content. All assignments and written reflections are expected to be thoughtful, purposeful, and developed with integrity that is required in our education profession. Your grade will reflect your understanding of the content, your efforts, and your ability to work with integrity in a cooperative learning environment.

Note about electronic grading:
The majority of your assignments will be turned in electronically through e-mail. It is your responsibility to keep complete copies of all electronic assignments until your final grade is posted at the end of the semester.

Exams and quizzes (40 points):
There will be two exams and three quizzes (wildflower, birds and tree ID) during the course. Each exam will include essay questions and may be solely based on essay.

Exam 1: Thursday, November 6, 2014 (10 points)

Lab Quizzes (wildflowers, trees, birds and safety in science): 4 quizzes each worth 3.75 points (Sept 18, Oct 2, Oct 16, & Oct 30)

Exam 2: Wednesday, December 17, 2014: 1:00apm -3:00 pm (Nobel Hall 123) (15 points)

Written Assignments (30 points)

Literature Synthesis Paper: (15 points) due December 9, 2014. See assignment description for greater detail.

Experimental Design (15 points): Due Thursday, November 20, 2014
This project will allow students in EDU 246 an opportunity to design a field survey of one organism where they will follow the experimental design process of observation, coming up with a question, developing hypotheses, collecting data and interpretation and presentation of results. Students will plot their raw data into a bar, histogram or pie graph (using Excel) and will identify descriptive statistics including mean, medium and mode. They will also discuss: the role of randomness and sampling, replication, controlling variables and determining constant procedures. Students will use census and sampling techniques to assure the random selection of their study population. See assignment description for greater detail. Note: Class on Thursday, November 20 meets from 3:30-4:30 for Science Conference and 4:30 to to 6:00 pm  (dinner is 6-6:45pm) and from 6:45 to 8:15pm for physical science. There will be no class meeting on Tuesday, November 25.

Laboratory and Field Credit (30 points)
Weekly Partner or Group Laboratory Investigations including rearing arthropods, teaching a lab with FOSS and AIMS, following national and state safety guidelines in the use of chemicals, organisms & equipment, individual and home energy assessment/audit, alternative energy forms, and calculation of ecological/carbon footprint. We will spend time as a class (lab) maintaining the wildflower gardens around Mattson Hall. Most of the accountability for lab will be part of your science notebook.

Science notebook. Your science notebook will serve as the main evaluation tool for your lab credit for this class. Two science notebook checks: (October 23 (peer) and December 4 (Michele). Sections will include:

1. Additional in class written or quantitative activities: 2
2. Carbon and ecological footprint: 1
3. Evaluation of your own affect, integrity and presence in class:10 points. These reflections are documented in your notebook; points are not part of 20 notebook points)
4. Individual and home energy audit: 2
5. Literature responses: 5 points
6. Nobel Conference and other lectures: 2
7. Monarch life cycle observations: 2
8. Phenology and Arb visits: 2
9. Reflections on teaching AIMS and FOSS: 2
10. Short research projects: 2.5 (each) for 10 points total. These projects are documented in your notebook; points are not part of 20 notebook points).
11. What's on Your Fork? 2 points

See assignment description for greater detail.

Short research projects: Four short research projects (Birds and feeder study, invertebrate sampling, experimental investigation with an individual organism, and Investigative or Field study of food) will allow you to become familiar with how we do science including developing research questions, collecting and analyzing data, and drawing conclusions. Each short project will be documented in your notebook (see assignment description for greater detail).

Professionalism (Dispositions): Affect, Integrity and Presence (Self and instructor rated) (10 points)
How are these points earned?
Through your consistent and punctual attendance, demonstration of personal and professional behaviors as designated in the Department of Education's Statement of Professionalism. This means that you appear interested and engaged in the science course content. Your cell phone is put away, and off, and you refrain from texting during class time. Your lap top is used for classroom learning purposes only. Your attention is focused on the class (side conversations or other disruptions are not part of your class interactions). Your participation in small and large group contributes to the learning of all (about science).

A note about writing: In addition to all of the above expectations, it is assumed that in this class written assignments will be carefully edited, checked for grammar and spelling and consist of high quality writing that is expected in our teaching profession. APA is the standard for this class. Click here for more information on APA style.

Evaluation and Grading: Total points for class: 110 points.

A = 103.4- -110 total points
A- = 99-103.3 points
B+= 96.25-98.99 points
B= 92.4-96.24 points
B- = 88-92.3 points
C = work less than 92.2 total points

In addition, your grade will be penalized by a deduction of 7. 5 points if you choose not to complete a major assignment including the various components of the science notebook. A major assignment is any assignment valued at 5 or more points.

Words of Wisdom from former EDU 246 Students

Stay on top of the notebook. It becomes a lot of work at the end if you fall behind. And if you are ever lost or confused, don’t be afraid to seek Michele’s help and advice. She is willing to help in any way and provides decent solutions and answers your questions. Another big suggestion is to take lost of notes in class; they REALLY help when it comes to the final. Also reread any assignment sheet over before turning in an assignment. You don't want to miss anything. (Rachel Guptill)

Suggest devoting 1/2 hour to 45 minutes every night to doing something for this course. Then reward yourself with something you pick (time with friends), TV, ice cream, Facebook, a walk/run-Anything! (Kristine Carr)

Study with a friend (only one) so you are less likely to get off track. (Holly Bohlen).

Keep everything organized and up to date (Cassandra Brady).

Study technique: Read through science notebook before the test. Especially the literature secretion, because some questions on the test are for this section (Anna Finley).

Standards Found in EDU 246

Minnesota Board of Teaching standards link here