SC/ED 210 Science for Teachers

GENERAL INFORMATION:

Course title: SC/ED 210 Science for Teachers

Campus: All campuses

Initiator: Lynn Sipenuk and Alton Higashi

Date: February 17, 2018

Course description:

This course provides the student with an understanding of science concepts. The course focuses on the FSM and State elementary science curriculum standards and benchmarks which include: science as inquiry, physical science and technology, earth and space science; life and environmental science; and marine science. The student explores scientific concepts through hands-on activities. Student professionalism is measured.

COURSE HOURS/CREDITS:

Hours per Week

 

No. of Weeks

 

Total Hrs

 

Sem. Credits

Lecture

3

x

16

=

48/16

=

3

Laboratory

x

=

=

Workshop

x

=

=

Total Semester

Credits

3












PURPOSE OF COURSE:

[ x ] Degree requirement

[ ] Degree elective

[ ] Certificate

[ ] Other

PREREQUISITES: None.

PSLOS OF OTHER PROGRAMS THIS COURSE MEETS:

PSLO#

Program

none

1) INSTITUTIONAL STUDENT LEARNING OUTCOMES (Check all that apply)

[ x ]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors.

[ x ]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[ ]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[ x ]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

[ ]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cul-tural contexts.

[ ]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[ ]

7. Foundations and skills for life-long learning : purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

[ ]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

2) PROGRAM STUDENT LEARNING OUTCOMES (PSLOs): The student will be able to:

1. Demonstrate basic knowledge and concepts related to elementary education;

2. Task analyze FSM and State curriculum standards and benchmarks, develop lesson plans, deliver lessons using a variety of strategies, develop instructional materials, manage student behavior, and assess student learning in an elementary classroom; and

3. Demonstrate professionalism.

3) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (General): The student will be able to:

1. Explain specialized terminology and concepts in the FSM and State elementary science curri-culum standards and benchmarks.

2. Construct a curriculum map to match, for each standard in the FSM and State elementary science curriculum, the required benchmarks, themes, and concepts, by grade level.

4) COURSE STUDENT LEARNING OUTCOMES (CSLOs) (Specific): The student will be able to:

CSLO (General) 1: Explain specialized terminology and concepts in the FSM and State elementary science curriculum standards and benchmarks.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

1.1 Discuss basic goals of scientific knowledge, instrumental and cognitive skills, positive attitude toward and appreciation of science, and habits of mind, in terms of Micronesian grade-level appropriateness, cultural rele-vance, and children's readiness.

1.2 Describe the general learning outcomes, by grade level, of each of the five elementary science standards in the FSM and State elementary science curriculum: science as inquiry; physical science & technology; earth & space science; life & environmental science; and marine science.

1.3 Summarize, with examples from Micronesian environments, major concepts found in each of the five science standards.

1.4 Construct tables, charts, maps, and diagrams to illustrate science concepts found in each of the five science standards in terms of Micronesian grade level, cultural relevance, and children's readiness.

1,2

1,2

2,4

2,4

1

1,2

1

1

Objective tests on goals based on FSM and State elementary science curriculum and benchmarks

Objective tests on the general learning outcomes from the FSM and State elementary science curriculum and benchmarks

Objective tests on major science concepts and examples from Micronesian environments

Samples of constructed materials to illustrate science concepts

(to be scored by rubric)

CSLO (General) 2: Construct a curriculum map to match, for each standard in the FSM and State elementary science curriculum, the required benchmarks, themes, and concepts, by grade level.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

2.1 Given a template of a curriculum map, inte-grate each science standard with appropriate benchmarks, themes, and concepts, by grade level.

2.2 Identify potential hands-on activities to help children get ready for learning the various science standards, benchmarks, and concepts, by grade level.

2*,4

2,4

1,2

1,2

Curriculum map of integrated standards, benchmarks, themes, and concepts

(to be scored by rubric)

Curriculum map of potential hands-on activities

(to be scored by rubric)

5) COURSE CONTENT:

• FSM National and State elementary science curriculum standards and benchmarks

• Science knowledge, methods, skills, and disposition

• Concepts and hands-on activities

• Tables, charts, maps, and diagrams

• Curriculum mapping

• Professionalism

6) METHODS OF INSTRUCTION:

[ x ] Lecture [ x ] Cooperative learning groups

[ ] Laboratory [ x ] In-class exercises

[ ] Audio visual [ ] Demonstrations

[ ] Other:

7) REQUIRED TEXT(S) AND COURSE MATERIALS:

William Esler and Mary Esler (2001). Teaching Elementary Science, 8 th edition (Belmont, CA: Wadsworth/Thomson Learning). ISBN: 978-0534508340.

8) REFERENCE MATERIALS:

FSM National Curriculum Standards and Benchmarks (2008).

9) INSTRUCTIONAL COSTS : None.

10) SUMMATIVE EVALUATION : Comprehensive final examination. Professionalism rubric, to be administered by mid-term and at the end of the course.

11) CREDIT BY EXAMINATION : None.

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