Teaching Middle School Science
Course Code:
SCE3320
Credit Hours:
3
Effective beginning:
2023-24
Sections:
000
Course Description:This course is designed for students who are majoring in science education and who will be obtaining teacher certification in grades 5-9 or 6-12. In this course students learn principles of effective curriculum design and assessment and apply these principles by designing and developing interactive science curriculum projects for middle school students.
Course Details
Prerequisites:
Corequisite: SCE 3940
Instructors:
As assigned.
Required textbooks/ course materials:
Suggested:
- Science Florida State Standards [Available online]
- Florida Educator Competencies and Skills, http://www.fldoe.org/asp/ftce/ftcecomp.asp#Fifteenth
- Florida Educator Accomplished Practices
- A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, 2012 (free PDF from National Academies Press and hard copy from NSTA Press)
- Science Instruction in the Middle and Secondary Schools, Chiappetta, E.L., Koballa, T.R., Eighth Edition, 2015 Pearson, ISBN 13: 9780133783766
- National Science Education Standards. National Research Council (1996). Washington, DC: National Academy Press. [Available], http://www.nap.edu/books/0309053269/html/R1.html [Standards]
Appropriate dress for field experience: black slacks and School of Education polo (Polos are available in the campus bookstore).
Assignment/course outline:
See first-day handout.
Discipline-level learning outcomes:
E – 1 Demonstrate understanding of instructional design and lesson planning by applying concepts from human development and learning theories.
E – 2 Demonstrate ability to maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive and collaborative.
E – 3 Demonstrate effective instructional delivery and facilitation by utilizing deep and comprehensive knowledge.
E – 4 Demonstrate understanding of assessment by analyzing and applying data from multiple assessments to diagnose learning needs and inform instruction.
E – 5 Demonstrate continuous improvement by designing purposeful goals to strengthen instructional effectiveness and impact student learning.
E – 6 Demonstrates professional responsibility and ethical conduct and fulfills expected obligations to students, the public, and the education profession.
Course-level learning outcomes:
| Course-level student learning outcomes | Discipline-level learning outcomes | Assessment methods |
|---|---|---|
|
Examine the issues related to middle school education by comparing the organizational structures of middle schools, junior high schools and various middle school models Study the intellectual, physical, socio-emotional, moral, and aesthetic development of pre- and early adolescents Describe cognitive, physical, socio-emotional, moral, aesthetic development of the pre- and early adolescent with respect to how diverse middle school students learn meaningfully (for example, concept mapping, integrated process skills) Explain NSES Science Teaching, Assessment, professional Development and Content Standards (emphasizing their unifying concepts, processes, inquiry and their overall purpose of science literacy); and State-Adopted Standards Plan for instruction at the middle school, relating the essential components of the lesson plan design (from introduction to review) to NSES and theory, historical perspectives, controversial issues and effective practice (5 E Model of Instruction) Build a repertoire of teaching strategies (to be used in each part of the lesson plan) which promote inquiry (and discovery based science experiences): laboratory/demonstrations (with safety precautions); questions and discussion; technology; and those that promote critical, creative thinking and problem solving Review science content contained in the Florida Competencies and Skills and NGSS Plans for and implements the central strategy for teaching science which is “inquiry” into authentic questions generated from student experiences” Plan, critique (with colleagues) teach appropriate (grade, diverse learners) science lessons in at least one of the State-Adopted content areas: physical science, life science or earth and space science (include standards of: inquiry; science and technology; science in personal and social perspectives; history and nature of science in each) Teach five (5) to ten (10) lessons (5 hrs in HS; 1 hr. class; 3-4 hrs college science class) with the effective use of strategies for: inquiry (questioning); engagement of students; adaptation to student learning needs; technology; and for use in each lesson plan component (e.g., review) Assess student progress in science by: constructing an appropriate test; analyzing student learning gains; reflecting to alter instruction Participate in professional growth opportunities |
E-1 E-1 E-2 E-1-E-3, E-5 E-1-E-3 E-1-E-3, E-5 E-1-E-3 E-1-E-3 E-3 E-2, E-3, E-5 E-5 |
Tests, Quizzes, MAE1-RPT, 4.4.1 RU, 2.2.1 RU, 5.4.2 RU, teaching assignment, CC8B RU, MA2 SD, MA4 SD, MA3 SD, CC3B RU |
Means of accomplishing learning outcomes:
Attend and participate in class regularly.
Read all assigned material before class.
Study in-class notes and online (Canvas) materials.
Complete assigned projects in a timely manner to enable reflections and revisions on the final product.
Seek opportunities to practice teaching skills through tutoring and substituting in K – 12.
Collaborate with peers and other professionals.
College-wide policies and resources
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Policies & Resources