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2857 Transworld DriveStockton, CA 95206

www.teacherscollegesj.edu (209) 468-4926

EDUC 210 B: Teaching for Learning 2: Content Specific Instruction Science Syllabus

Spring 2017Cohorts: X Early, X Late, Modesto B

Dates and Times of Course: January 17*, 24, 26*, 31February 7, 21, 28March 7*, 9, 14, 16*, 21*, 28April 4, 11, 18, 25May 2, 9*, 11, 16, 23*

IMPORTANT DATES (MANDATORY)

January 17, March 21, May 23 – Full Cohort Sessions, 4:30-7:30January 26 and March 16 – Seminar, 4:30-7:30March 7 and May 9 – Round Table, 4:30-7:30

Class meets at the CTECH Building 2nd Floor/Room #206 from 4:30-7:30pm

Instructor Contact Information: Instructor: Tim Welsh M.A. Ed.Cell Phone: (209) 406-9691E-mail: [email protected]

Mission of Teachers College of San Joaquin (TCSJ)To develop a workforce of teachers and school leaders that are comfortable with collaboration, understand the need to prepare students for both work and higher education, and have the skills to develop, implement and sustain innovative educational ideas.

TCSJ’s Program Learning OutcomesTCSJ exemplifies the notion of learning opportunities that are rigorous, provide relevance, are relationship-driven and incorporate reflection for professional growth.

TCSJ’s Core Learning Outcomes1. TCSJ graduates have expertise in developing relevant and rigorous curriculum. Graduates design

systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students.

2. TCSJ graduates have expertise in the implementation of relevant and rigorous curriculum. Graduates implement systems for effective leadership in the classroom, campus, and educational community to ensure the success of all students.

3. TCSJ graduates sustain a practice of innovation and reform.4. TCSJ graduates understand the power of research. They critically analyze and synthesize findings to

support the development and implementation of rigorous and relevant curriculum and plans. Graduates develop and implement research to contribute to the wider body of knowledge as well as to

IMPACT Program/SJCOE/TCSJ of 8 CURR245: Science1/2014

http://www.teacherscollegesj.edu/

reflect on and inform personal practice.5. TCSJ graduates are collaborative, reflective practitioners who are committed to providing rigorous,

relevant, and innovative educational experiences for all students.

Course DescriptionThe second semester of the IMPACT coursework supports emerging teachers as they establish a positive social and academic environment within their classrooms and improve their practices of discourse and collaboration. Developing and sequencing content-specific lessons that engage and support all learners requires teachers to create learning goals and select 21st Century teaching and learning strategies and approaches that can be adjusted to meet the individual needs of all students. Within this context, the analysis of student work informs instruction, reflection and communication about student progress.

Technology integration, college and career readiness and varied assessment models will be examined through content-specific explorations.

Student Learning Outcomes (Course Objectives):

1. Develop & implement lesson plans that are grounded in and aligned to the most current content- specific Framework and Standards as well as the English Language Development Standards for California Public Schools.

2. Plan, design and implement instruction that includes reading, writing speaking, listening and language skill development aligned to the California Common Core Standards.

3. Develop and implement differentiated lesson plans and learning goals based on the needs, interests and strengths of the range of all learners in the mainstream classroom.

4. Design and incorporate formal and informal assessment strategies, including rubrics to include within lesson plans and to inform adjustments to instruction.

5. Demonstrate an ability to foster collaboration and creative thinking via lesson plans, routines and approaches that incorporate, academic discourse, inquiry, problem-solving and reflection.

6. Collaborate with colleagues and instructors to access evidence-based practices, resources & feedback for designing and delivering instruction connected to real-life contexts.

7. Use technology for assessment, analysis, communication and reflection. 8. Understand what social-emotional learning is and how positive behavior supports can

promote student growth.9. Develop lessons that encourage students to use multiple ways of approaching scientific

problems and encourage discussion during investigation and experimentation.10.Develop lab experiences aligned to standards and in accordance with safety standards.11.Develop a comprehensive set of lessons that include explanations, demonstrations and

class activities to illustrate science concepts, principles, scientific investigation and experimentation.

Attendance and Tardy Policy:

As a community of learners, your insight, experience, and reflection are needed contributions to our class. It is important that candidates approach attendance on a professional level. Please arrive to class on time and remain present both physically and mentally until the end of class. It is the candidate’s responsibility to notify the instructor in advance of an absence. Assignments are due on the

IMPACT Program/SJCOE/TCSJ of 8 EDUC 210 B: Science1/2017

designated due date, even if the candidate is not in class. In addition, it is the student’s responsibility to find out what he or she missed and any assignments due for the next class session

Student Responsibilities and Expectations • Be an active listener and participant • Complete required readings and assignments • Be prepared to participate in class discussions and activities • Self-monitor participation in group discussions, including using the Norms of

Collaboration (pausing, paraphrasing, probing, putting ideas on the table, paying attention to self and others, presuming positive intentions, pursuing a balance between advocacy and inquiry)

• Cell phones should be silenced during class. • Electronics will be used to access materials needed for course content only • Notify instructor if you will be absent from class

Textbook and Materials (those provided by TCSJ) Science Framework for California Public School California Common Core Content Standards for English Language Arts & Literacy in History-

Social Studies, Science and Technical Subjects Next Generation Science Standards for California Public Schools Science Safety Handbook for California Public Schools Various handouts, articles, websites

Assignments:Title of Assignment Point Value

Subject Related Quotation Activity 5 pointsScience Lesson Observation 15 pointsLesson Plans (10 plans/7 points each) 70 pointsLab wiki write up 20 pointsSQR3D activity 20 pointsClass Participation (10 classes/4 points each) 40 pointsSubject Integrated Lesson Plan (Common Core) 30 pointsTotal Points available: 200 points

Assignments & Grading PoliciesGrades are indicators of the quality of work.

Grade A Outstanding knowledge and application of course content; assignments turned in on time and reflect professionalism, effort and application above and beyond minimum course requirements.Grade B Good knowledge and application of course content; assignments reflect professionalism, effort and application of course requirements.Grade C Satisfactory knowledge and application of course content: assignments not typically reflective of graduate level expectations.Grade C- or Lower Failure Course may need to be retaken and results in placement on Academic Probation.


Grading Scale and Description

Grades Minimum Score Grade-Point Equivalent

A 93% 4.0A- 90% 3.7B+ 87% 3.3B 83% 3.0B- 80% 2.7C+ 77% 2.3C 73% 2.0C- 70% 1.7D+ 67% 1.3D 63% 1.0D- 60% 0.7F 0% 0.0

Subject Related Quotation- Due January 24 th (5 points): (CLO: 5 SLO: 2, 3, 5, 6, 8)Candidates choose a subject related quotation. Quote must be printed on colored paper and include the author, date and setting. Candidate will present the quote and explain the significance, why they chose it, relate it to curriculum and add it to the “Science Significant Quotes” wall.

Science Lesson Observation & Report (SS)- Due February 28 th (15 points): (CLO: 5 SLO: 1, 2, 3, 5, 6, 8, 9)Format: Report must be typewritten and reflect graduate level quality. Your report must completely answer the following questions:

1. General Information: date, time school district, teacher, subject/grade level observed2. Objective of the lesson. How was it presented? Did it help the learners with the lesson? How do

you know this?3. Describe the Anticipatory Set (attention getter).4. Were the students engaged in the lesson? What evidence supports this?5. Describe the manipulatives/interactive strategies used in the lesson? If none were observed,

would the use of such strategies have improved the lesson? Why or Why not?6. Did the teacher address the needs of diverse learners (EL, special needs, advanced)? What

evidence supports your conclusion?7. Were you able to identify the primary components of the lesson (development, practice,

application and assessment)? What evidence supports your opinion?8. Was the pacing of the lesson appropriate? What evidence supports your opinion?9. Describe the closure of the lesson. If closure was not observed, what would you recommend to

the teacher to ensure that closure was included?10. Describe routines that you observed that helped the class to flow smoothly.11. Were there any students exhibiting off-task behavior? If so, describe what you saw and how the

teacher addressed it. If the teacher didn’t address it, describe how you would address it.12. Was homework assigned? If so, how did it relate to the lesson?13. Describe the assessment strategies that the teacher used throughout the lesson to ensure student

understanding. In your opinion, were they successful? 14. Identify five specific elements of this lesson (structure and/or strategies) that you could

incorporate into or use to refine your teaching?15. Was this assignment useful in helping you reflect to become a better teacher?


16. Attach copies of all class handouts and homework.

Lesson Plans (Draft lesson plans due almost every week) Final plans due May 17 th (70 points total): (CLO: 1, 2, 3, 4, 5 SLO: 1, 2, 3, 4, 5, 6, 7, 9, 10, 11)Candidates can use the 5E Lesson Plan, TCSJ or any other pre-approved template to develop lessons. Each week a different Next Generation Science Standard anchor (Read it, write it, say etc.) will be emphasized and candidates will be encouraged to model each anchor in their science lesson plans.Lesson plan focuses include: read it, write it, see it, debate it, do it, say it & hear it, explore it, defend it and 2 of your choice.

Lab wiki write up- Final due March 28 th (20 points): (CLO: 1, 2, 3, 4, 5 SLO: 1, 2, 3, 4, 5, 6, 7, 10)Candidates use a new classroom technology (Can-Sat tech) to design an online wiki lab for students. The online wiki will be modeled after the 5E lesson plan format.

SQR3D Due February 7 th (20 points total): (CLO: 4, 5 SLO: 4, 5, 6, 7, 8)Candidates are expected to dissect a complicated science text with this method of (Survey, Questions, Read, Recite Review and Draw) analyzing complicated text.

Subject Integrated Lesson plan- Final due May 11 th (30 points): (CLO: 1, 2, 3, 4, 5 SLO: 1, 2, 3, 4, 5, 6, 7, 8, 9, 11)Candidates will work with candidates of a different subject matter to develop a cross content subject integrated lesson plan & group presentation. Instructors will be working with candidates groups to identify Industry Sectors, Critical Thinking Standards and 21st Century skills that could be built into the lessons. Groups will be responsible for presenting their lesson plans on week 16.

Class Participation (40 points): (CLO: 1, 2, 3, 4, 5 SLO: 1, 2, 3, 4, 5, 6, 7)Candidates are expected to arrive to class with homework completed and thoughts and samples of instructional materials.

Special Considerations PolicyAny student in this course who has a disability that prevents the fullest expression of his/her abilities should contact the instructor as soon as possible so that reasonable accommodations can be made.

Professional ConductStudents and staff agree to treat one another with mutual trust and respect, promote the success of the individual and the group as a whole, and refrain from behavior that is disruptive, offensive or reflects bias of any kind. All members of this learning community agree to maintain personal and academic integrity including refraining from plagiarism.

Course Schedule

Date Topic, Activities, and/orAssignments for Session

Alignment withCore Learning Outcome

Student Learning OutcomeJanuary 24th Introduction Activities

Discussion of classroom environment and CLO # 1, 2, 5

SLO # 1, 2, 3, 4, 6, 9


resources Introduction to Science Frameworks,

Common Core Content Standards and Next Generation Science Standards

Introduction to “backwards planning” Introduction to daily lesson planning Introduction to subject integrated planning -Assign & discuss quotation activity

January 31st

Presentation & discussion of quotation activity.

“Read it!”- Discuss and analyze strategies involving reading and Science (Framework, CCSS, & NGSS) using text sets (textbook, workbook, articles, primary documents, etc.).

Assign & discuss “Read it” focused lesson plan.

CLO # 1, 2, 3, 4SLO # 1, 2, 3, 4, 5, 6, 7, 9, 11

February 7th

Presentation & discussion of “Read it focused lesson plan”.

“Write It!”- Discuss and analyze strategies involving writing and Science (Framework, CCSS, & NGSS) (lecture notes, quick writes, reflections, exit tickets, lab reports, research papers, etc.).

SQR3d assignment due week 4 Assign & discuss “write it” focused lesson

plan.

CLO # 1, 2, 3, 4SLO # 1, 2, 3, 4, 5, 6, 7, 9, 11

February 21st Presentation & discussion of “write it” focused lesson plan.

Review SQR3D assignment “See It!”- Discuss and analyze strategies

involving visual resources and Science (Framework, CCSS, & NGSS) (videos, power points, charts, graphs, diagrams, guest speakers, etc.)

Assign & discuss “See it” focused lesson plan.

CLO # 1, 2, 3, 4SLO # 1, 2, 3, 4, 5, 6, 7, 9, 11

February 28th Presentation of Science lesson observation & report.

Pluto debate (in class) “Should Pluto be a planet” formal debate.

Assign & discuss “debate it” focused lesson plan.

CLO # 1, 2, 3, 4, 5SLO # 1, 2, 3, 4, 5, 6, 7, 9, 11


March 9th Presentation & discussion of “See it” focused lesson plan.

“Do It!”- Discuss and analyze strategies involving kinesthetic and Science (Framework, CCSS, & NGSS) (demonstrations, simulations, games, labs, group activities, etc.).

Assign & discuss “do it” focused lesson plan.

CLO # 1, 2, 3, 4, 5SLO # 1, 2, 3, 4, 5, 6, 7, 10,11

March 14th Present & discuss “debate it” focused lesson plan.

Introduction to new Magnitude Io. Can-Sat technology.

Assign & discuss Can Sat wiki lab 5 e lesson plan.

CLO # 1, 2, 3, 4, 5SLO # 1, 2, 3, 4, 5, 6, 7, 10,11

March 28th Presentation & discussion of Can-Sat wiki 5 e lesson plans.

IBM blue-mix app development intro

CLO # 1, 2, 3, 4, 5SLO # 1, 2, 3, 4, 5, 6, 7, 9, 11

April 4th Presentation & discussion of “do it” focused lesson plans.

“Say It & Hear It!”- Discuss and analyze strategies promoting discussion and Science (Framework, CCSS, & NGSS) (sentence starters, higher level thinking questioning strategies, academic vocabulary, pair share, presentations, etc.)

Assign & Discuss “say it & hear it” focused lesson plans.

CLO # 1, 2, 4, 5SLO # 1, 2, 3, 4, 5, 6, 7, 9, 11

April 11th Presentation & Discussion of “science productive talk” focused lesson plans.

Introduction to scientific method & experimental design.

Introduction to Exploratorium model design.

Assign & discuss “explore it” focused lesson plan.

CLO # 1, 2, 3, 4, 5SLO # 1, 2, 3, 4, 5, 6, 7, 9, 11

April 18th, 25th & May 2nd

Assign, discuss and explain the Subject Integrated Lesson Plan

Group Work on Subject Integrated Lesson Plan

CLO # 1, 2, 4, 5

SLO # 1, 2, 3, 4, 5, 6, 7,9,11


May 11th Presentation of Subject Integrated Lesson Plan

CLO # 1, 2, 4, 5

SLO # 1, 2, 3, 4, 5, 6, 7,9,11

May 16th Review of all lesson plan techniques.

Closure activities

CLO # 1, 2, 4, 5

SLO # 1, 2, 3, 4, 5, 6, 7, 9,11


educ science final product

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