ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
"Preparing students to serve as effective, reflective and caring teachers."
COURSE SYLLABUS
SCE 4113
Elementary Science Content
This syllabus course calendar and other attending documents are subject to change during the semester
in the event of extenuating circumstances.
Course Prefix:
Section #:
Credit Hours:
Co-requisites:
Pre-requisites:
SCE 4113
4529
Three Credits
None
Admissions to Educational Studies BS, Elementary Education with infused ESOL, and
Reading BS, or Initial Certification
Day, Time and Campus:
Modality:
Professor:
Office Hours:
Office Location:
Office Phone:
Email Address:
Monday
6:00pm – 8:40pm
Clearwater
Face to Face
Dr. Meg Delgato
Mondays
10:00 - noon (or other times by appointment)
Clearwater
NM 220
727-341-4422 (Leave a message if I don’t answer – I will call you back!)
[email protected]
ACADEMIC DEPARTMENT: College of Education
Dean:
Office Location & Number:
Kimberly Hartman, Ph.D.
Tarpon Springs
BB 101
I. COURSE DESCRIPTION
WELCOME to class! I look forward to helping you meet your goals -- if you stick with me and complete the work we have
ahead of us this semester, you will find success. You will also have the opportunity to strengthen your understanding of
basic science concepts to prepare you for your role as a teacher of science. And, you will build a repository of activities and
other resources that will help you and your future students engage in meaningful and relevant science learning.
Elementary Science Content is an introductory course designed to prepare individuals to teach general science programs at
the elementary grade level. Students will explore fundamental concepts and principles found in the physical and biological
sciences with emphasis on chemistry, earth science and biology. Through the lens of history and the nature of science,
students will also explore the relationships between science and everyday life.
47 contact hours.
Syllabus Coordinator: Dr. Robert Raze
Master – SCE 4113
2015-2016
1 of 9
II. MAJOR LEARNING OUTCOMES
NATURE OF SCIENCE – MODULE A
1. The student will evaluate the crucial elements in the scientific process by:
a. analyzing the dynamic nature of science models, laws, mechanisms, and theories that explain natural phenomena.
b. differentiating between the characteristics of experiments and other types of scientific investigations.
c. examining attitudes and dispositions underlying scientific thinking such as curiosity, cooperation, collaboration,
and skepticism.
d. selecting appropriate tools and units of measurement for various science tasks.
e. interpreting charts, tables, graphs of authentic data from investigations to construct explanations, draw
conclusions and make predictions.
f. applying science process skills including observing, classifying, hypothesizing, designing and carrying out
experiments, and communicating explanations.
2. The student will analyze the interactions of science and technology with society by:
a. demonstrating knowledge of the role of physical and biological sciences in solving contemporary problems and
their impact on the way we live.
b. identifying the ways in which science is an interdisciplinary process and interconnected to STEM disciplines.
PHYSICAL SCIENCE – MODULE B
3. The student will explain the nature and variety of forms of matter found in the universe by:
a. defining appropriate terminologies including matter, mass, weight, homogenous, heterogeneous, phase, substance,
mixture, product, reactant, atom, element, molecule, compound, ion and isotope.
b. classifying properties and changes as physical or chemical.
c. comparing the properties of matter during phase changes through the addition and/or removal of energy.
d. differentiating between the properties of homogenous and heterogeneous mixtures.
e. interpreting the relationship among atoms, elements, molecules, and compounds.
f. writing the symbols for the most common elements.
g. interpreting chemical formulas in terms of number of atoms of each element present.
4. The student will explain the nature and variety of forms of energy found in the universe by:
a. identifying and comparing potential and kinetic energy.
b. differentiating among forms of energy including transformations of energy and their real-world applications to
chemistry, electricity, mechanics, heat, light and sound.
c. analyzing the functionality of an electrical circuit based on conductors, insulators and components.
d. distinguishing among temperature, heat, and forms of heat transfer to include
conduction, convection, and radiation.
d. applying contact forces such as friction, magnetism, gravity, and electrostatics to their effects on matter.
Syllabus Coordinator: Dr. Robert Raze
Master – SCE 4113
2015-2016
2 of 9
EARTH & SPACE SCIENCE – MODULE C
5. The student will demonstrate an understanding of the principle features of the Solar System by:
a. analyzing patterns in the solar system (e.g. jovian versus terrestrial planets, ring systems, plane of the ecliptic,
orbital ellipses.)
b. explaining how the Sun produces energy that is transferred through the Earth systems such as the biosphere,
hydrosphere, geosphere, atmosphere, and cryosphere.
c. analyzing the Sun-Moon-Earth system in order to explain repeated patterns such day and night, phases of the
Moon, tides, seasons and eclipses.
d. listing the planets in order from the Sun, describing the type of atmosphere, number of natural satellites, size as
compared to the Earth, distance from the Sun (in AUs) and any outstanding features that have been observed on
each planet.
e. relating the results of the methods of space exploration from Galileo to present-day and their impact on society.
6. The student will demonstrate an understanding of the nature and conditions that prevail in our atmosphere including
weather and climate by:
a. describing the nature of the Earth's atmosphere.
b. explaining the difference between weather and climate.
c. evaluate the distribution of temperatures on the surface of the Earth with respect to latitude and the influence of
surface water.
d. analyze how barometric pressure is related to weather.
e. comparing and contrasting relative humidity, absolute humidity, and dew point.
f. describing the products of condensation and precipitation and analyzing the effect that a change of state has on the
distribution of heat in the atmosphere.
g. analyze the movements of air masses to predict where fronts will form and what kind of weather is likely along
these fronts.
7. The student will demonstrate an understanding of rocks and minerals, land form development, and processes and products
of the rock cycle by:
a. differentiating among major groups of rocks and minerals and the processes of their formation.
b. relating how the physical and chemical environment influences rock and mineral formation.
c. describing how soil is formed.
d. analyzing the characteristics of soil, its components and profile.
e. analyzing various conservation methods and their effectiveness in relations to natural resources.
f. analyzing the geographic distribution of mountains, earthquakes and volcanoes with respect to present and former
tectonic boundaries.
g. describing how weathering and erosion shape the surface of the Earth including rivers, valleys and shorelines.
h. describing the processes occurring at each type of tectonic boundary, evaluate the geologic hazards present with
respect to the processes that occur at plate boundaries.
Syllabus Coordinator: Dr. Robert Raze
Master – SCE 4113
2015-2016
3 of 9
LIFE SCIENCE – MODULE D
8. The student will explain the diversity and interdependence of life by:
a. comparing the characteristics of living and nonliving things.
b. analyzing the cell theory as it relates to the functional and structural hierarchy of all living things.
c. classifying major biological taxonomic categories and distinguishing similarities and differences among them.
d. investigating the interdependence of living things with each other and their environment.
9. The student will describe the organization of nature, including the basic structure, function and homeostatic integration in
select biological organisms by:
a. recognizing levels of complexity in nature.
b. identifying major cellular structures and their functions with emphasis on plant cells.
c. relating the processes of cell division to its role in the life cycle of organisms.
d. assessing how organisms obtain and process energy, with special emphasis on photosynthesis.
e. predicting the responses of plants to various stimuli such as heat, light and gravity.
f. differentiating how various human and other animal organ systems function in order to provide homeostasis.
g. determining the effects of infectious agents on the human body.
10. The student will describe the basic concepts and application of genetics and evolution by:
a. applying the principles of evolutionary theory to the understanding of changes in abundance and kinds of life over
time.
b. comparing and contrasting different mechanisms of evolution such as natural selection, genetic drift, and gene
flow.
c. evaluating the role of meiosis in heredity.
d. investigating technology that arises from our understanding of genetics and explaining its uses and implications.
III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS
A. Required Textbooks
Textbook(s)
Required : Hazen, Robert and Trefil, James. (2009). Science Matters: Achieving Scientific
Literacy, 2nd Edition, Anchor. ISBN-13: 978-0307454584 ISBN-10: 0307454584
Recommended :
Students using eBooks must have access to the eBooks during class sessions.
B. Supplemental Material
Resources:
Materials:
Library:
Syllabus Coordinator: Dr. Robert Raze
http://www.spcollege.edu/libraries/
Master – SCE 4113
2015-2016
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C. Technology
Technology is an essential tool for receiving and developing instruction. Students are expected to reference MYCOURSES
continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or
familiarize themselves with PowerPoint presentation methods.
The instructor of this course frequently uses smart boards, ELMOs, power point, digital media, and web based resources to
disseminate information and engage preservice learners and students.
All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)
D. Supplies
Composition Notebook suitable for a weekly journal for the semester
IV. COURSE REQUIREMENTS & EXPECTATIONS
A. School Based Hours Course Requirements
This course requires hours of observation/participation in an appropriate classroom setting as approved by the Office of
School Partnerships.
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B. ALL Course Assignments
1.
CPALMS Connections – Modules A, B, C, D. A description of CPALMS connections to course content will
be developed showing examples related in the elementary classroom. (25 points each for 100 points total)
These are submitted to drop boxes in the course content. Check syllabus calendar for due dates.
2.
Individual Project – 200 points – students will develop a project based one of the MLOs found in the course.
The class will develop the rubric for content/assessment of the project. The project must have a research
component and may include a service learning component. Project is due by our last class meeting. There will be
a project planning form to receive prior approval for your project – check syllabus calendar for due date.
3.
Team Activities - Modules A, B, C, D. Students will work in teams to present an activity for each module. (25
points each for 100 points total)
These are turned in the day of class when they are due – your team will share/demo the activity for the class.
Check syllabus calendar for due dates.
4.
Tests – Modules B, C, D. (100 points each for 300 points) Check syllabus calendar for dates.
5.
Journal – 200 points – journal will be completed during class and turned in for grading at the end of each class
meeting
6.
Final Exam (100 points) Check syllabus calendar for date and time
Total – 1000 Points
* Assignments labeled with an (*) denote required assignments that must be passed at 75%.
Syllabus Coordinator: Dr. Robert Raze
Master – SCE 4113
2015-2016
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UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least
75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in
order to successfully pass the course.
FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’
score on the line item of the rubric for assignments aligned to FEAP standards.
If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may
have an opportunity (within the term) to work with the instructor to improve the understanding of the concept.
The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the
event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.
Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical
Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table above.
For courses with lesson planning:
Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.” It means that,
if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then
rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment. Anything
adapted or used verbatim must be cited with credit given to the author(s). This includes specific citations on all supplementary
materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work. This applies to all COE
lesson plans unless the instructor directly specifies otherwise.
V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI
A. COE SYLLABUS STATEMENTS
https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing
B. SPC SYLLABUS STATEMENTS
http://www.spcollege.edu/addendum/
Each student must read all topics within this syllabus and the content of the links. If the student needs
clarification on any items in the syllabus or linked statements, he/she should contact the course
instructor.
If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters
set in this syllabus and any syllabus addendum.
Syllabus Coordinator: Dr. Robert Raze
Master – SCE 4113
2015-2016
6 of 9
VI. CALENDAR AND TOPICAL OUTLINE
Week #
WEEK 1
Jan 11
Topics/Assignment
Introduction to course syllabus
Overview of course
Start Module A – Nature of Science
TO DO before next
class




Read Introduction & Chapter 1 Knowing in text (Module A)
Read Chapter 2 Energy & Chapter 3 Electricity and Magnetism in text (Module B)
Review additional readings and resources in Module A & Module B in MyCourses
Review MLOs for topic ideas for individual project
 DUE: CPALMS Connections for Module A - Jan 24 by 11:59pm to drop box
 DUE: Form a group of 3 for Team Activities (group names due in class on Jan 25)
WEEK 2
Jan 18
SPC CLOSED/No Class Meeting
WEEK 3
Jan 25
Module A continued– Nature of Science
Start Module B - Physical Science – Energy, Electricity & Magnetism
TO DO before next
class
 Read Chapter 4 The Atom & Chapter 5 The World of the Quantum in text (Module B)
 Review additional readings and resources in Module B in MyCourses
 DUE: Team Activity Assignment Module A on Feb 1 at start of class
WEEK 4
Feb 1
Team Activity Sharing Module A Nature of Science
Module B continued - Physical Science – The Atom, The World of the Quantum
TO DO before next
class
 Read Chapter 6 Chemical Bonding & Chapter 7 Atomic Architecture in text (Module B)
 Review additional readings and resources in Module B in MyCourses
 DUE: Individual Project Planning Form -Feb 7 by 11:59 to drop box
 DUE: CPALMS Connections Module B - Feb 7 by 11:59 to drop box
WEEK 5
Feb 8
TO DO before next
class
Module B continued - Physical Science – Chemical Bonding, Atomic Architecture
 Read Chapter 8 Nuclear Physics & Chapter 9 Structure of Matter in text (Module B)
 Review additional readings and resources in Module B in MyCourses
 DUE: Team Activity Assignment Module B on Feb 15 at start of class
WEEK 6
Feb 15
Team Activity Sharing Module B Physical Science
Module B continued - Physical Science – Nuclear Physics, Structure of Matter
Review for Module B Test
TO DO before next
class
 Prep for Module B Test
 Work on Individual Project
WEEK 7
Feb 22
Module B Test (Physical Science)
TO DO before next
class
 Read Chapter 10 Astronomy & Chapter11 The Cosmos in text (Module C)
 Review additional readings and resources in Module C in MyCourses
 Work on Individual Project
Syllabus Coordinator: Dr. Robert Raze
Master – SCE 4113
2015-2016
7 of 9
WEEK 8
Feb 29
TO DO before next
class
Start Module C - Earth and Space Science – Astronomy, The Cosmos
 Read Chapter 12 Relativity in text (Module C)
 Review additional readings and resources in Module d in MyCourses
 DUE: Team Activity Assignment Module C on March 14 at start of class
WEEK 9
Mar 7
WEEK 10
Mar 14
SPC Spring Break – Module 3R’s: Rest, Relax, Recreate
TO DO before next
class
 Read Chapter 13 Restless Earth & Chapter14 Earth Cycles in text (Module C)
 Review additional readings and resources in Module d in MyCourses
Team Activity Sharing Module C Earth and Space Science
Module C Continued – Earth and Space Science – Relativity
 DUE: CPALMS Connections Module C – March 20 by 11:59 to drop box
WEEK 11
Mar 21
Module C Continued – Earth and Space Science – Restless Earth, Earth Cycles
Review for Module C Test
TO DO before next
class
 Prepare for Module C Test
 Read Chapter 15 Ladder of Life & Chapter16 Code of Life in text (Module D)
 Review additional readings and resources in Module d in MyCourses
WEEK 12
Mar 28
Module C Test
Start Module D - Life Science – Ladder of Life, Code of Life, DNA
TO DO before next
class
 Review additional readings and resources in Module D in MyCourses
 DUE: CPALMS Connections Module D - April 3 by 11:59 to drop box
WEEK 13
Apr 4
Module D Continued - Life Science – Homeostasis & Organization of Nature
TO DO before next
class
 Read Chapter 18 Evolution in text (Module D)
 Review additional readings and resources in Module D in MyCourses
WEEK 14
Apr 11
Module D Continued- Life Science - Evolution
DUE WEEK 15
 Read Chapter 19 Ecology in text (Module D)
 Review additional readings and resources in Module D in MyCourses
 DUE: Team Activity Assignment Module D on April 18 at start of clas
WEEK 15
Apr 18
Module D - Life Science – Diversity, Interdependence
TO DO before next
class
 Prepare for Module D Test
 Finalize Individual Project
 DUE: Final Project April 25 by start of class
WEEK 16
Apr 25
TO DO before next
class
WEEK 17
May 2
Syllabus Coordinator: Dr. Robert Raze
Module D Test
Culminating Lecture and Activities/Sharing Session – Individual Projects
Review for Final Exam
 Prepare for Final Exam
Final Exam
MONDAY MAY 2 at 7:00pm
Master – SCE 4113
2015-2016
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VII. Uniform Core Curriculum Assignments
None
Syllabus Coordinator: Dr. Robert Raze
Master – SCE 4113
2015-2016
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