Teaching as Principled Practice
EDU 247 : Science for Elementary Educators 2
Course URL: http://homepages.gac.edu/~mkoomen/edu247/springsyllabus247.html
The course is worth 1 credit.

This syllabus is electronically interactive. As such it will be updated over the course of the semester (look for current updates 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.

Spring 2008
Instructor
Michele Koomen, Ph.D Education Department, Mattson Hall, Room 121
Phone:  (507) 933-6057 
Fax:  (507) 933-6020
Email:  mkoomen@gac.edu
Web Site:  http://www.gac.edu/~mkoomen/
Office Hours:  Monday and Tuesday 12:30 to 1:30pm. Friday 4:00-5:00pm. I am available at other times by appointment.
  Note: If you have a disability that requires an accommodation, please advise me immediately.

Note: EDU 247 will feature guest instructors from Gustavus science faculty for various topics this semester in space science, genetics and geology.

Location and Time of classes 
Tuesday: 6 - 8:50PM, Nobel 222 
Friday: 11:30 am - 2:00 PM, Nobel Hall 322 

Required texts/materials

  • Integrated Science, Bill Tillery, et.al.
  • Essential Atlas of Astronomy published by Barron's
  • Rocks and Minerals by Sue Fuller
  • Critters of Minnesota (Pocket Guide) Produced by Wildlife Forever
  • Wild Flowers by Stan Tekiela
  • Stuff: The Simple Life of Everyday Things by John C. Ryan and Alan T. Durning
  • Silent Spring by Rachel Carson
  • The Better World Shopping Guide by Ellis Jones
  • Last Child in the Woods by Richard Louv
  • Colored pencils or markers, especially for lab
  • EDU 247 Course Packet
  • Composition Book: 80 sheets, 10 x 7 7/8 (without grid lines)

In addition, as a class, together we select books on a water issue or global climate change. Each of you will choose one of the other selected books to read with a small group.

* All of the items above are available at the Book Mark. 

EDU 247 Course Description

Gustavus Adolphus College Catalog:
This course is designed for future K-6 classroom teachers. The focus is on the nature of science, fundamental concepts and principles of earth and space science, life science and safe environment standards required for teacher licensure in Minnesota. Lab work, teamwork, and small group projects are regular parts of this course.

EDU 247 Course Overview:
EDU 247 is a course in conceptually based science for students who are future elementary educators. The focus of the course involves understanding basic science content, science process and requires collaboration and cooperation. The science content of the course will focus on earth (geology, plate tectonics, hydrologic cycle, weather and climate) and space science (universe, stars, solar system), life science (reproduction, genetics, cell biology and heredity) , and environmental science developed within an interdisciplinary study of global climate change and water in our natural world. Application of the science content will be explored through regional natural history, threats to natural biomes and environments, and the dynamics of energy.

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. 

EDU 247 Course Goals
  • To build fundamental general science concepts in earth, space, life and environmental science 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 natural history.
  • 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 of inquiry including asking oneself questions and seeking answers using experimental design and the processes of science.
  • To learn science within a context that is inviting, collaborative, cooperative and respectful.
  • To move beyond only learning the science that is needed for course evaluation and grading.
    EDU 247 Course Requirements

    Attendance
    It is expected and necessary for you to attend class. Attendance and punctuality are important in the education profession. Now is a good time to be sure that this habit becomes ingrained. Absence in class disrupts the collaborative nature that is vital to the format of our group. We miss not only the opportunity for your participation, questions, and processing of the content, but you miss the opportunity to experience and be part of the collaborative efforts of your peers. The expectation for attendance is supported by the Department of Education and our GAC Director of Athletics, Alan Molde and his staff . With that said, I recognize that illness, family emergencies or another significant life event, may impact your class attendance. Therefore, each student may miss up to 1.5 hours of class without penalty. Absences greater than one full session of Tuesday evening and or Friday lab will result in a loss of 5 points.


    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 or the laboratory. In the lab and classroom, a refillable beverage container (with a lid) will be acceptable.

    Email:
    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 e-mail 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. All students will be required to format e-mail using subject specific criteria that will be defined for each assignment.

    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. Honor code statement is required all on written assignments (including electronic).

    EDU 247 Course Evaluation

    The emphasis of this course is on the understanding and learning of basic science concepts of earth/space, environmental and life 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.

    Science Content Credit for EDU 247:
    Exams (35% of your grade):
    There will be three exams during the course:

    Exam 1: March 14 (15 points)
    Exam 2: Friday, May 23, 2008 (10:30-12:30) (20 points)

    Written Assignments (35 points)

    1. Literature Synthesis Paper, (15 points or 15%) due Friday May 16, 2008
    2. Experimental Design (independent and dependent variables) due May 2, 2008. Experiments will use plants, seeds or water and follow the experimental design process of observation, coming up with a question, developing hypotheses, data collection and interpretation and presentation of results. Raw data will be displayed in a bar, histogram or pie graph using Excel with identification of the descriptive statistics including mean, medium and mode. This experimental project will also include the importance of sampling techniques (including random sampling), replication, controlling variables and using constant procedures. Data analysis and conclusions T test (for continuous data) and or the Chi-square test (categorical data) will be used to analyze the significance of the results (10%).
    3. Science notebook 10 % or 10 points: Overall the purpose of the science notebook is to provide you with opportunities to process the course and lab content. A science journal is a place to focus your attention on nature and natural events that you encounter in our daily experiences. Science can be thought of as a way of knowing our natural world. Therefore your science journal will include observations, questions, thinking about literature, May Day conference, at least two informal strolls through the ARB (phenology checking), weather observations, critter observations, Environmental Learning Center evaluation, service learning, environmental footprint, and a checklist for completion. Two notebook checks: (April 11: 7 points) & May 20: 3 points).

    Service Learning (15%)
    There will be several opportunities for service learning this semester including possibly science fair judging and wildflower garden maintenance. It is the responsibility of EDU 246/247 to maintain the Wildlife Gardens by Mattson Hall. Each student is expected to contribute at least 1.5 hours to service learning in the gardens (late April and May, depending on weather conditions).

    Laboratory Credit (10 points)
    Water quality analysis: May 20 (5%)
    Friday Labs: 5%

    Affect, Integrity and Presence (Self and instructor rated) (5%)
    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. This means that 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).

    Grading

    Total points for class: 100 points.

    A = 94 -100 total points
    A- = 90-93.99 points
    B+= 87.5-89.99 points
    B= 84-87.49 points
    B- = 80-83.90 points
    C = work less than 79.9 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. A major assignment is any assignment valued at 5 or more points.

    Note about electronic grading:
    The majority of your assignments will be turned in electronically through my drop box. Complete instructions will be reviewed in class and are available here. It is your responsibility to keep complete copies of all electronic assignments until your final grade is posted at the end of the semester. Your name and e mail address is expected on each and every assignment. 

    There is no grading on a curve. Grades less or equal to a C do not meet the standards of the Education Department at Gustavus Adolphus College.

  • Bridges Community School Field Guides (10 points)
    •  
    Standards
     

    Minnesota Board of Teacher Licensure:

    Teachers of Elementary Education

    A teacher of children in kindergarten through grade 6 must demonstrate a fundamental knowledge of scientific perspectives, scientific connections, science in personal and social perspectives, the domains of science, and the methods and materials for teaching science and scientific inquiry. The teacher must:

    Indicator
    Evidence
    1. Understand science as a human endeavor, the nature of scientific knowledge, and the historical perspective of science; Synthesis Paper
    (2) know and apply the understandings and abilities of scientific inquiry including the ability to:
    (a) identify questions and concepts that can be explored through scientific inquiry; Experimental Design Project
    (b) design and conduct scientific investigations; Experimental Design Project
    (c) use appropriate scientific instrumentation and equipment and mathematics as tools to improve scientific investigations and communications; Experimental Design Project
    d) compare the use of multiple types of inquiry for answering questions; Experimental Design Project
    e) evaluate alternative explanations and models based on evidence, current scientific understanding, and logic; and Experimental Design Project; Pluto Debate
    f) communicate and defend a scientific argument; Pluto Debate
    (3) know how to make connections across the domains of science, between science and technology, and between science and other school subjects; Threats to natural biomes of MN; MN: History of the Land; water quality and threats to water as a natural resource.
    (4) use scientific understandings and abilities when making decisions about personal and societal issues; Human impact on the environment; evaluation of an Environmental Learning Center (ELC).
    6) know and apply the fundamental concepts and principles of life science concerning the characteristics of organisms, the life cycle of organisms, the interrelationships of organisms and environments, structure and function in living systems, reproduction and heredity, regulation and behavior,
    populations and ecosystems and their interrelationships, and
    diversity and adaptations of organisms;
    		 Biology: reproduction, heredity, simple genetics, conservation , evolution and natural selection.

    Animal Project
    (7) know and apply the fundamental concepts and principles of earth and space science concerning properties of earth materials; objects in the sky; changes in earth and sky; structure of the earth system, including hydrosphere, biosphere,
    atmosphere, and lithosphere; history of the earth; and earth in the solar system; and
    		 Earth and Space Science Unit
    (8) know and apply pedagogy and classroom management in science and scientific inquiry including understanding:
    iv. how to manage, maintain, and
    utilize science supplies and equipment;
    		 Labs
    vii. the ethics of and restrictions on the use of live organisms, and how to acquire, care, handle, and dispose of organisms. Lab and experimental design

    Minnesota Board of Teaching (BOT) Standards of Effective Practice
    This course will specifically fulfill the Board of Teaching Standard 1 in Subject Matter.

    Standard 1: Subject Matter.  A teacher must understand the central concepts, tools of inquiry, and structures of the disciplines taught and be able to create learning experiences that make these aspects of subject matter meaningful for students.

    Indicator
    Evidence
    A. understand major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the disciplines taught;
    B. understand how students' conceptual frameworks and misconceptions for an area of knowledge can influence the students' learning; Private Universe discussion and Phases of the Moon
    C. connect disciplinary knowledge to other subject areas and to everyday life; Minnesota regional natural history; threats to natural biomes; environmental topics of pesticides and toxic wastes, water pollution and water quality.
    D. Understand that subject matter knowledge is not a fixed body of facts but is complex and ever developing History of knowledge of the the creation of the universe; evolution of the theory of plate tectonics.
    E. use multiple representations and explanations of subject matter concepts to capture key ideas and link them to students' prior understandings; Science Science unit using concept mapping and Inspiration.
    F. use varied viewpoints, theories, ways of knowing, and methods of inquiry in teaching subject matter Experimental design
    H. engage students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline; Experimental design
    The content development of this course fulfills the requirements set forth by the National Science Education Standards for Professional Development for Teachers of Science

    PROFESSIONAL DEVELOPMENT STANDARD A:
    Professional development for teachers of science requires learning essential science content through the perspectives and methods of inquiry. Science learning experiences for teachers must involve teachers in actively investigating phenomena that can be studied scientifically, interpreting results, and making sense of findings consistent with currently accepted scientific understanding. 

    • Address issues, events, problems, or topics significant in science and of interest to participants. 
    • Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge.
    • Build on the teacher's current science understanding, ability, and attitudes.
    • Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry.
    • Encourage and support teachers in efforts to collaborate.
    PROFESSIONAL DEVELOPMENT STANDARD B: 
    Professional development for teachers of science requires integrating knowledge of science, learning, pedagogy, and students; it also requires applying that knowledge to science teaching. Learning experiences for teachers of science must 
    • Connect and integrate all pertinent aspects of science and science education.
    • Occur in a variety of places where effective science teaching can be illustrated and modeled, permitting teachers to struggle with real situations and expand their knowledge and skills in appropriate contexts.
    • Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning.
    • Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching.
    SCIENCE CONTENT STANDARDS

    Science as Inquiry Standard

    In the vision presented by the Standards, inquiry is a step beyond "science as a process," in which students learn skills, such as observation, inference, and experimentation. The new vision includes the "processes of science" and requires that students combine processes and scientific knowledge as they use scientific reasoning and critical thinking to develop their understanding of science. Engaging students in inquiry helps students develop

    • Understanding of scientific concepts.
    • An appreciation of "how we know" what we know in science.
    • Understanding of the nature of science.
    • Skills necessary to become independent inquirers about the natural world.
    • The dispositions to use the skills, abilities, and attitudes associated with science.
    Updated: February 12, 2008