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= Buena Vista University = =STEM 432: Secondary STEM Methods Syllabus=


 * Professor: Dr. Grace Eason**
 * Office:**
 * Office Hours:**
 * E-mail:**
 * Class Wiki:**

__**COURSE MEETING TIME AND DATES**__

__**REQUIRED MATERIALS**__

Dr. Arts Guide to Planet Earth for Earthlings 12-120 by Art Sussman
 * Required Text**


 * Environmental Science Readings: **

BSCS 5E Instructional Model: Origins, Effectiveness and Applications (Bybee et al., 2006) Role Playing in the Science Classroom (Stellato, 2002) Making Sense of Safety (Barrier, 2005) Habits of Mind (Hayes, Smith, and Eick (2005) Using Formative and Alternative Assessments to Support Instruction and Measure Student Learning (Britton, 2011) Twenty Ways to Assess Students Using Technology (Aronin & O’Neal, 2011)
 * NSTA Science Teacher Publications (Assigned Readings): **

Next Generation Science Standards (NGSS) (2013) //[|Next Generation Science Standards] // Achieve, Inc., Washington, DC.  Iowa Core (2015) [|Iowa Core Science Standard] International Society for Technology in Education NETS-T (2008) // [|National Educational Technology Standards for Teachers] // Eugene, OR: ISTE. International Society for Technology in Education NETS-S (2007) //[|National Educational Technology Standards for Students] // Eugene, OR: ISTE.
 * Standards: **


 * NSTA Membership:**

__**COURSE DESCRIPTION**__

Welcome to Science, Technology, Engineering and Math (STEM) Methods. This course is intended to inspire future science teachers to empower their students in exploring and applying science to their everyday lives. Students design lesson plans based on the Iowa Core Science Standards and the Next Generation Science Standards, and focus on using differentiated instructional strategies, assessment practices, and technology integration. This course will teach you how to teach science while learning to become environmentally literate citizens.

__** UNDERSTANDINGS **__

Students will understand that...
 * in order to learn science learners must do science and that science is relevant and useful in the real world.
 * differentiating science instruction is critical for the success of every learner.
 * there is a connection between curriculum, instruction, assessment, state and national science standards.
 * teaching science requires a sense of adventure, willingness to try new things, appropriate use of resources and imagination.

__**ESSENTIAL QUESTIONS**__

How are environmental science concepts relevant and useful in the real world? Why is it important to differentiate science instruction for every learner? What are the connections between curriculum, instruction, assessment, state, and national science standards? How do you select the appropriate resources and materials, including technology, to teach science?


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14.6667px; vertical-align: baseline;">Students will know… **


 * <span style="font-family: Arial,Helvetica,sans-serif;">how biological, physical, and geological systems are influenced by anthropogenic factors.
 * <span style="font-family: Arial,Helvetica,sans-serif;">how to align instruction to the Next Generation Science Standards.
 * <span style="font-family: Arial,Helvetica,sans-serif;">how to balance pedagogy, science content, and technology in a lesson plan.
 * <span style="font-family: Arial,Helvetica,sans-serif;">how to engage students in science.
 * <span style="font-family: Arial,Helvetica,sans-serif;">how to use assessment strategies to improve science learning.
 * <span style="font-family: Arial,Helvetica,sans-serif;">how to evaluate science teaching resources.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14.6667px; vertical-align: baseline;">Students will be able to… **


 * <span style="font-family: Arial,Helvetica,sans-serif;">design a unit and lesson plans (curriculum, instruction, assessment)
 * <span style="font-family: Arial,Helvetica,sans-serif;">analyze and use a variety of teaching strategies (role playing, BSCS 5E model, inquiry labs) to learn how to differentiate instruction while teaching environmental concepts.
 * <span style="font-family: Arial,Helvetica,sans-serif;">critique the appropriate formative assessment “checking for understanding” as part of instruction and develop appropriate summative assessments.
 * <span style="font-family: Arial,Helvetica,sans-serif;">reflect on their work in order to improve instruction.
 * <span style="font-family: Arial,Helvetica,sans-serif;">consider state and national standards when designing a unit.
 * <span style="font-family: Arial,Helvetica,sans-serif;">create a safe and engaging hands-on science learning environment.

__**EXPECTATIONS**__

<span style="font-family: Arial,Helvetica,sans-serif;">Teaching is a profession and this course is about teaching and learning. Participation is a critical component of learning and you are expected to arrive to class on time and attend all classes. If an emergency arises, please notify me by phone or e-mail prior to the class.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Communication **<span style="font-family: Arial,Helvetica,sans-serif;"> - Since email is our primary means of communicating outside of class, and now constitutes the bulk of outside of class conversation between student and instructor, it must be subject to normal rules of formality. Therefore, all email communication will follow the guidelines listed here.

<span style="font-family: Arial,Helvetica,sans-serif;"> A good rule of thumb: if your question cannot be answered in a few sentences or less, or if it is a question that you should solve on your own through the course of your reading, then it is not appropriate for email.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">Email should be composed in clear (non-texting) language.
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">Email should not ask questions whose answers are contained in the course syllabus.
 * 3) <span style="font-family: Arial,Helvetica,sans-serif;">Students should avoid asking questions in email that should be raised either in class, or in individual consultation with the instructor. These include questions of an excessively conceptual nature, and questions that expect an unreasonable amount from the instructor.

<span style="font-family: Arial,Helvetica,sans-serif;"> Lastly, email will be answered during normal work hours, Monday through Friday. Emails sent outside of those hours, or on the weekends, MIGHT be returned outside of normal work hours, but probably will not be returned until the resumption of normal work hours.

<span style="font-family: Arial,Helvetica,sans-serif;">**Assignments:** All assignments are required to be turned in on time, unless prior arrangements have been made in advance. Late assignments will decrease a letter grade for each day after the due date. You may have the opportunity to redo some assignments, if they are turned in on time and will be due one week after being returned to you. You must submit the original work, rubric, the revised work and highlight all changes you made to the original assignment. All assigned work must be typed and completely free of spelling and grammatical errors.

<span style="font-family: Arial,Helvetica,sans-serif;">**Back up Documents** - Please keep a copy of all work submitted, until the final grade of the course has been determined.

<span style="font-family: Arial,Helvetica,sans-serif;">**Statement on Equal Opportunities** - In Accordance with the Americans with Disability Act, students who have documented disabilities will be provided with appropriate accommodations. You must request accommodations in a timely manner through official university documentation.

__**<span style="font-family: Arial,Helvetica,sans-serif;">COURSE ASSIGNMENTS AND EVALUATION CRITERIA **__


 * <span style="font-family: Arial,Helvetica,sans-serif;">SELF ASSESSMENT AND REFLECTION **

<span style="font-family: Arial,Helvetica,sans-serif;">Teaching Video Reflection <span style="font-family: Arial,Helvetica,sans-serif;">Pre and Post Philosophy of Science Teaching Philosophy Standards Based Exit Interview