FAYETTEVILLE STATE UNIVERSITY
Fayetteville, North Carolina
SCHOOL OF EDUCATION
DEPARTMENT OF MIDDLE GRADES,
SECONDARY, AND SPECIAL EDUCATION
SYLLABUS
I. LOCATOR INFORMATION
Semester: Spring Year:
2004
EDUC 460 - Methods and Materials in Secondary
School: Biology
Semester Hours of
Credit: 3 HRS
Time Class Meets:
8:00 a.m. - 9:50 a.m., Tues., Wed., Thur., Fri.
(from
January 7, 2004 until February 13, 2004)
Class Meeting
Place: Lyons Science 205
Instructor: Ronald A. Johnston e-mail:
rjohnston@uncfsu.edu
Office Location: Lyons Science, Room 125
Office Telephone:
672-1650
Office Hours: 08:00
a.m.-09:00 a.m. MTWRF
02:30
p.m.-04:00 p.m. MW
02:30 p.m.-03:30p.m. F
Other
Times By Appointment
II. COURSE DESCRIPTION
A study of the objectives, materials, and teaching
procedures designed to facilitate students’ learning of secondary school
subjects.
III. TEXTBOOK
Gabler, Ina
Claire and Schroeder, Michael. Constructivist Methods for the Secondary
Classroom. Boston: Allyn & Bacon. 2003.
The instructor will also provide a series of handouts as
deemed appropriate to augment the material in the textbook.
IV. SPECIFIC COURSE OBJECTIVES:
Upon completion of this course, one hundred percent (100%) of the enrolled students will have demonstrated, by actual performance, and at an overall quality level of eighty percent (80%) proficiency or higher that they have achieved the objectives listed below.
A. Each enrolled student will complete
all non-optional course requirements in accordance with all quantitative and
qualitative criteria as specified, and within the time parameters set forth.
B. Each student will demonstrate that
he/she possesses a working knowledge of science.
C. Each student will demonstrate that
he/she can plan and teach inquiry-based lessons.
D. Each student will demonstrate
familiarity and application of learning theory as it relates to the teaching of
science in grades 9-12.
E. Each student will demonstrate the
competency of planning daily lessons and units applicable to gifted, average,
below average, exceptional, and multi-cultural groups in heterogeneous classes.
V. COMPETENCIES
Below are competencies identified by the North Carolina Department of Public Instruction as necessary to achieve program objectives and receive a certificate or endorsement for science teaching.
1.0 Demonstrate an understanding of the
nature of science: processes and content.
1.1 Demonstrate a general knowledge of
the basic principles and concepts of the life, physical, and
earth/environmental sciences and their inter-relationships.
1.2 Demonstrate ability to identify and
integrate science process skills into all science activities.
1.3 Demonstrate an understanding of the
inter-relationships between science and other academic activities.
1.4 Demonstrate the ability to make
science personally relevant to student experiences.
1.5 Demonstrate knowledge of the
historical development of scientific concepts and principles and how diverse
groups have contributed to their development.
1.6 Recognize and understand that
technology is the application of science.
2.0 Demonstrate an understanding of the nature
of learning.
2.1 Recognize
and respond to student diversity and encourage all students to participate
fully in science learning. Explain how
student learning is influenced by individual experiences, talents, and prior
learning, as well as language, culture, family, and community values.
2.2 Demonstrate an ability to adapt
instruction to the social, cognitive, and developmental characteristics of all
students, including students with special needs.
2.3
Apply instructional
models of inquiry that reflect current learning theory to the learning of
science.
3.0 Demonstrate appropriate use of the
methods of teaching science and for establishing a favorable learning
environment.
3.1 Establish a safe learning
environment that is flexible and supportive of scientific inquiry.
3.2 Translate science content into
meaningful instruction using science equipment, materials, print media
resources, and technology.
3.3 Encourage student inquiry through
laboratory and field experiences.
3.4 Apply and model the processes and
the nature of science.
3.5 Design and conduct lessons that
involve extended scientific investigations.
4.0 Demonstrate an understanding of the
science program-planning process.
4.1 Demonstrate
familiarity with and skill in the use of the North Carolina Standard Course of
Study and the Teacher’s Handbook for the Competency-Based Curriculum in planning
for science instruction.
4.2 Select
science content and adapt or design instruction to meet the particular
interests, knowledge, skills, needs, and diverse approaches for learning.
4.3 Plan,
organize, and sequence science instruction to facilitate student construction
of scientific knowledge.
5.0 Demonstrate an understanding of the
assessment process.
5.1 Apply a variety of strategies to
assess process skills, manipulative skills, scientific concepts, and student
understanding of the nature of science.
5.2 Modify instruction based upon an
on-going assessment of student learning.
5.3 Interpret the results of assessment
and make appropriate decisions regarding curriculum and instruction.
6.0 Understand the effective use of
technology in the science classroom and laboratory.
6.1 Infuse current and emerging
technologies into instruction for the collection, exploration, and analysis of
data; information acquisition and management; communication, presentations, and
scientific modeling; and decision-making.
6.2 Evaluate the accuracy, quality, and
source of information gathered, as well as appropriateness of technologies
used.
6.3 Demonstrate knowledge of ethical and
legal issues of technology as they relate to society and model appropriate
behaviors.
6.4 Design and implement student
learning activities that integrate technology for a variety of student
groupings and for diverse student populations.
6.5 Apply current instructional
principles, research, and appropriate assessment practices to the use of
instructional strategies.
6.6 Use telecommunications and
multimedia resources to support student instruction and teacher professional
growth.
Explain
the major concepts and principles of biology including concepts in anatomy,
physiology, behavior, evolution, genetics, cell biology, microbiology,
diversity, growth, human biology, ecology, and the environment. The teacher should demonstrate competence
and understanding in their ability to investigate:
1.1
The difference
between living and non-living things and scientific theories for the origin of
life on Earth.
1.2
The cell, including
chemical composition, the structure and function of cell parts, the role of
cells in growth, reproduction and heredity, and methods for the study of cells.
1.3
The chemical
processes of life including respiration, digestion, photosynthesis, protein
synthesis, and methods for studying chemical processes.
1.4
Homeostasis at the
cell, organism, and population levels.
1.5
Anatomy and
physiology of representatives of major taxonomic groups.
1.6
The principles of
genetics and the chemical basis of heredity.
1.7
The evidence and
mechanisms for organic evolution, including the origins and development of
humans.
1.8
The response of
organisms to environmental variations.
1.9
The diversity and
classification of organisms.
1.10
The relationship of biology to human health.
1.11
Ecology, including the study of populations, communities,
ecosystems, and environmental interactions.
1.12
Human development and reproduction with emphasis on related
health issues.
2.0 Understand the interrelationships among sciences, and relate the major concepts of chemistry, the earth/space sciences, and physics to biology.
3.0 Apply appropriate mathematics to investigations in biology and the analysis of data.
4.0 Relate the concepts and principles of biology to contemporary, historical, environmental, technological, and societal issues.
5.0 Locate resources; design and conduct inquiry-based, open-ended investigations in biology; interpret findings, communicate results and make judgments based on evidence.
6.0 Use and care for living organisms in an ethical and appropriate manner.
VI. EVALUATION
CRITERIA
Quality must become
the most important goal for students enrolled in this course. Evaluation will be based upon both the
quantity of work completed and the quality of that work.
GRADING
The course requirements and assignments portion suggests
that each student may accrue a maximum of 3,300 points in this course. Therefore, grades will be based upon the
number of total points earned. The
grading scale is given below.
Points Earned Percentage of Total Grade
3300 - 3036 100
- 92 A
3035 - 2739 91 - 83
B
2738 - 2409 82 - 73
C
2408 - 2145 72 - 65
D
Below
2144 64 - 00 F
VII. COURSE
OUTLINE AND ASSIGNMENTS
Jan. 7 Class
Administrative Concerns, Introduction to Class
Jan. 8 National
Science Education Standards
Jan. 9 Benchmarks
for Science Literacy
Jan. 13 North Carolina Standard Course of Study
Jan. 14 The Learning Cycle and Constructing
Knowledge
Jan. 15 Demonstration Learning Cycle Lesson
by the Instructor
Jan. 16 Questioning Techniques
Jan. 20 Cooperative Learning and Grouping
Jan. 21 Inclusion of Special Populations in
a Science Classroom
Jan. 22 Constructing Course and Lesson Objectives
Jan. 23 Developing a Unit Plan
Jan. 27 Developing Daily Lesson Plans
Jan. 28 Assessment of Learning in the Science
Classroom
Jan. 29 Use of Technology in the Classroom
Jan. 30 Multiple Intelligences
Feb. 3 Brain
Research and Learning
Feb. 4 Presentation
of Lesson by Student
Feb. 5 Thinking
Skills
Feb. 6 Teaching
and the Law
Feb. 10 Review of Unit Plan
Feb. 11 Presentation of Lesson by Student
Feb. 12 Review of Lesson Plans
Feb. 13 Wrap-Up
VIII. COURSE
REQUIREMENTS
In this course, the emphasis will be upon quality and
the demonstration of competence.
A student's work or performance will not be accepted, and will not count
as meeting a requirement until the instructor has deemed it to be of acceptable
quality as stated in the first paragraph above under Objectives for the Course.
ASSIGNMENTS
I. Each student will be expected to conduct
two (2) hands-on, inquiry-based science lessons (45-50 min.). Each member
of the class should be provided with a copy of the lesson plan (at the end of
the lesson). The lesson plan should
follow the Six-point lesson plan that will be provided. (Due when scheduled.)
Maximum
Points: 1000
(500 per lesson)
II. Each student will prepare a Science
Bulletin Board appropriate for a high school biology classroom. This does not have to be an actual bulletin
board but can be a schematic on a standard notebook size sheet of paper. The bulletin board should contain elements
that will make it an instructional as well as interactive learning aid. A hand-out will be provided to describe what
is expected. (Due anytime during the
class.)
Maximum
Points: 200
III. Each student will prepare a four to
six-weeks teaching unit and a resource unit (a template for format will be
provided). As a cover document to the
unit plan, the student will discuss how Bloom's taxonomy and the domains of
learning have been incorporated in the objectives and activities of the
unit. In addition, the student will
address the "four stages of learning" as professed by Jean Piaget and
learning theories currently held by other educational leaders. The instructional unit should address one of
the competency goals for the grade level you are teaching and should not be
tied to a specific textbook.
Maximum
Points: 500
IV. With the listed competencies in mind, each
student will prepare five (5) daily lesson plans -- one plan should be made for
each of the following: high ability (gifted) students; English as a second
language student; mainstreamed, handicapped student; average students; below
average intelligence students. (Due
anytime during the class.)
Maximum
Points: 300
V. Each student will prepare either a science
project, plan a learning center, construct a piece of science equipment, or conduct
a science experiment, demonstration, etc., and present to the class. (Due anytime before the last week of class.)
Maximum
Points: 300
VI. Each student will attend class regularly
and will respond appropriately when called upon. Each student will participate fully in all class activities. Classroom activities will include the
observation and critiques of classmates, taking quizzes, listening to lectures,
participating in discussions, serving as a student for classmates in their
micro-teaching exercises, etc.
Maximum
Points: 200
VII. Each student will conduct research and
participate in class discussions related to the following topics. A final paper should be produced which
describes a plan for implementing each of these into your own instructional
style.
Constructivism
Teaching for Multiple Intelligences
Inclusion of all students in a classroom
Teaching to Learning Styles
Brain Research and Learning
Cooperative Learning
Teaching and Learning with Technology
How to Teach Thinking Skills
Maximum
Points: 800
OTHER LEARNING
EXPERIENCES
This course necessitates both in-class and out-of-class
learning experiences. Listed here are
classroom learning experiences that are definable and explicit. Other extraneous experiences will be
provided.
Cognitive-Based
Science Learning Experiences
Approximately one-half of class time will be devoted to
understanding concepts related to the following science content topics.
1. The kingdoms of living things.
2. Growth, development, reproduction, and
heredity.
3. Ecology and the environment, including
populations, communities, and ecosystems.
4. The cell and cellular processes.
5. The roles of cells, tissues, organs, and
organ systems.
6. Evolution, including evidence and mechanisms
for organic evolution.
7. The uses and care of living organisms in an
ethical and appropriate manner.
Psychomotor
and Affective Learning Experiences
Each student is expected to perform in a number of positive
ways so as to develop and/or enhance both tangible and intangible, discernable
and nondiscernable competencies and appreciations. To facilitate learning in these domains, the student will be
expected to:
1. Attend class regularly.
2. Read and study all required and some
optional materials prior to each class meeting.
3. Hand in all assignments, on time, typed
or neatly written in ink (observing rules of margins, pagination, etc.).
4. Ask and answer relevant questions thus
demonstrating evidence of prior study and thought.
5. Critique his/her own work and classroom
presentations, and that of classmates.
6. Share ideas and work harmoniously with
classmates on projects and/or bulletin boards, etc.
7. Consistently show increasing evidence
that he/she is excited about science and mathematics and the opportunities
provided for the teaching of children.
Out-of-Class
Learning Experiences
Many of the course requirements can be met only by study
outside the confines of the classroom.
These will involve research of topics, reading assignments, and assigned
task completions. Students should not
limit themselves only to those learning experiences that are listed in
this syllabus.
Creative and
Enhancing Learning Experience
Students are urged to be creative and expressive, to
discover new ideas and approaches, to be innovative, and to be challenged as
well as challenging.
Conference Time
If the student is unsure at anytime about the various
competencies, course requirements, and/or evaluation, he/she is encouraged to
make an appointment to confer individually with the instructor.
ATTENDANCE
Class attendance
is expected. Research indicates that
there is a high positive correlation between class attendance and performance
in class. Absences should be limited to
those that are unavoidable. In case of
unforeseen emergency, please contact the instructor as soon as possible.
PUNCTUALITY
To forestall
habits of tardiness and to discourage interruptions that will result in the
loss of class time and student attentiveness, it is the student's
responsibility to be in the classroom at the time the class is scheduled to
begin.
COMPLETION OF ASSIGNMENTS
It is the
student's responsibility to complete all work assigned and to present these
assignments to the instructor at the scheduled time. No work will be accepted beyond the due date without prior
permission of the instructor.
IX. REFERENCES
The textbook is
the primary reference for this course.
However, information necessary for a clearer understanding of the concepts
presented may be missing from this resource.
Therefore, the student is encouraged to research each topic on his/her
own with references available in the Chestnutt Library of FSU, the Cumberland
County Library system, or the Instructor's office.