Towson University
College of Science & Mathematics
Department of Biological Sciences
Life Science Spring Semester, 2005

Course: BIOL 303, Section 004

Instructor: Dr. Sarah Haines

MW 12:30-2:20  317 Smith Hall

Office: 315 Smith Hall

Office Hours: MW 10:00-12:00

email: shaines@towson.edu

Phone: 410-704-2926

Website: http://www.towson.edu/~shaines  

required texts | objectives | assignment rubrics

 

Required Texts: Any general biology textbook dated 1995 or later.  YOU NEED THIS!!

Also:  Life in the Chesapeake Bay, 2nd edition, Lippson & Lippson, authors.  ISBN 0-8018-5475-X, and Science K-8: An Integrated Approach, 10th edition, Victor & Kellough, authors.  ISBN 0-13-098881-2.  

Catalog Description: This instructional methods course is designed for the preparation of elementary science teachers.  Each participant is expected to be actively engaged in this intensive experience which should involve doing science teaching and reflecting on science teaching- your own and that of others.  You will also be expanding upon your knowledge of biology as it relates to elementary classrooms.  In short, you will be engaged in study, writing, laboratory, and discussion experiences that simulate situations and incidents you are likely to encounter in your teaching of biology or life science. 

            We will examine ways to plan, facilitate, and assess learning; the nature of the science learner and ways to motivate students, models of instruction, utilization of existing resources, inquiry and problem solving in science, the influence of personal beliefs, and professional roles of the teacher.

            THIS WILL BE A COURSE OF MANY QUESTIONS AND VARIED ANSWERS.  DO NOT EXPECT TO BE TOLD “THE METHOD OF TEACHING LIFE SCIENCE”.  THERE IS NO ONE METHOD FOR TEACHING ANY FIELD OF SCIENCE.  The master teacher has a broad repertoire of strategies and techniques which are based upon reflection and practice.  My hope is that, if you have not already done so, you will undergo a shift in your concept of teaching from the usual traditional objectivist approach to a more nontraditional constructivist perspective and set of beliefs, or that you will at least carefully examine your options.


Course Objectives:

Upon completion of this course you will be able to:

1.  Begin to develop a constructivist view of teaching science.

2.  Recognize that the processes of science are the first priority in science education.

3.  Recognize significant events that shaped American science education.

4.  Begin to formulate a personal science education teaching philosophy.

5.  Examine the value of the inquiry approach to teaching science.

6.  Recognize the contributions of Bloom, Piaget, Bruner, Gagne, & Rowe to science education.

7.  Plan instruction to accommodate individual differences in students.

8.  Use Gardner’s theory of multiple intelligences to plan effective science lessons.

9.  Develop lessons which effectively integrate science with other subjects such a reading, writing, and math.

10. Choose appropriate evaluation techniques.

11. Recognize basic safety concerns in the classroom.

12. Identify or construct components of a 5E lesson plan when science concepts are given.

13. Ask appropriate science questions and structure cognitive, affective, and psychomotor objectives that are grade level appropriate.

  

1.  Identify any plant species as vascular or nonvascular.

2.  Classify all animal specimens to the phylum level and identify arthropods and chordates to the class level.

3.  Define each of these biological concepts and recognize or supply examples:     

producer

 consumer

 decomposer

mutualism

 food chain

 herbivore

predation

 parasitism

 food web

commensalism

carnivore

 saprophyte

omnivore

 succession

4.  Identify and define each of the ecological units from niche to biosphere.

5.  Identify taxonomic levels of living organisms.

6.  Identify primary and secondary ecological succession and place the stages in the processes in order.

7.  Distinguish between interspecies and intraspecies competition.


Assessment & Evaluation

This course is designed so that students may earn a maximum of 1200 points.

Total Points

Grade

1200-1112

A

1111-1090

A_

1089-1056

 B+

1055-1013

 B

1012-980

 B_

979-946

 C+

945-903

 C

902-870

 C_

869-837

 D+

836-760

 D

<760

 F


Assignment

 Total Points

Attendance

60

Class Presentations 80
Cereal Box 50
Learning Style Analysis 20
Case Study 20
Fungi Experiment 20
Diorama 50
Animal Pizza Box 50
Unit Plan 200

Reflection Paper

 50

Two exams

 400

Final

 200


  Expectations/Guidelines

            PROFESSIONALISM

            As part of your preparation for becoming a teacher, you will be expected to behave in a professional manner.  This includes:

            Attendance & Punctuality: Class time is used to clarify and extend concepts.  Class will be interactive in nature and it will be difficult to make up in the event of an absence.  Be on time and don’t leave early.  Students are expected to attend every class.  Genuine emergencies may be excused; otherwise grades will be lowered in proportion to the number of classes missed (2 attendance points lost for each unexcused absence).  Each absence after three will result in a 20-point reduction in the final grade.  If a genuine emergency occurs which causes an absence, notify the instructor ASAP, but no later than the following day. 

            Participation: Participation doesn’t mean simply attending class.  Participate in the class discussion and activities by making meaningful comments.  Ask questions!!

            Preparation: Complete assignments on time and be ready to participate fully in class activities.

            Respect: Be considerate of others.  Behave in a professional, ethical manner.

            Attitude: Be curious, flexible, organized, and patient- all characteristics of good teachers.


ACADEMIC RESPONSIBILITIES

            Academic dishonesty:  Please refer to your student handbook for Towson University’s policy regarding cheating.  As a preservice professional, you are expected to behave as such.  Instances of academic dishonesty may result in failure of the assignment and possibly of the course.

            Late assignments: Unless you are unable to turn in an assignment due to an emergency of which I have been made aware of in advance, late assignments will be reduced by one letter grade.

            Missed exams: Exams are only scheduled three times for the semester.  Please make certain you are present.  There will be no make-up exams except in cases of emergency of which I have been made aware of in advance.  You may reach me by phone, secretary, email, fax, etc.  Please do not attend class the day after an exam and expect to take that exam unless you have indeed contacted me ahead of time.


CLASS SCHEDULE

Date  Topic
1/31 Intro; What is good science teaching and what makes a good science teacher?  History of science education; Lower process objectives READ CHAPTER 1
2/2 Exploring your initial conceptions of science teaching; Intro to Nat'l Science Ed. Standards, Intro to constructivism; Learning Cycle; *** Use of optical equipment***   READ CHAPTER 2 pg. 18-24
2/7 Defining science literacy; nature of science ***Kingdoms Monera & Fungi, More on optical equipment***  READ CHAPTER 3
2/9   Teaching  Standards, Art of Questioning; ***Protists***  READ CHAPTER 4 pg. 56-64; CHAPTER 13 pg. 345-352
2/14 Reading & Writing, Assessment; ***Finish protists, viruses***  READ CHAPTER 8
2/16 Facilitating learning; Professional Development Standards; Professional organizations/journals; ***Vascular & Nonvascular Plants*** READ CHAPTER 4 pg. 48-55
2/21 NO CLASS
2/23 Lesson & unit planning; safety in the science classroom; ***Roots, stems. leaves, flowers JIGSAW; Plant reproduction***  READ CHAPTER 7 pg. 118-135; CHAPTER 14 pg. 354-355
2/28

Models of Instruction; ***Tree Factory*** READ CHAPTER 5

3/2 Learning styles/Gardner; ***5 Kingdoms, Levels of Taxonomy***
3/7 Plants in the Culture   
3/9 Science for all students; students with disabilities;  multicultural science; gender equity CEREAL BOXES DUE- SHARE  READ CHAPTER 7 pg. 135-145
3/14  EXAM (BRING FUNGI EXPERIMENT DATA
3/16

DISCUSS CHAPTER 1;  ***Animal Phyla Part 1***  READ CHAPTER 14 pg. 355-365

3/28 DISCUSS CHAPTER 2; Higher Process Skills; ***Comparing Porifera & Cnidaria***  LEARNING STYLE ANALYSIS DUE
3/30  DISCUSS CHAPTER 3; Research of Gagne, Piaget, Bruner, Rowe ***Animal Phyla Part II***  READ CHAPTER 14 pg. 365-398
4/4 DISCUSS CHAPTER 4; ***Chordate JIGSAW***
4/6 DISCUSS CHAPTER 5;  Discovery vs. Inquiry Teaching; ***Comparing Worms*** UNIT PLANS DUE
4/11 DISCUSS CHAPTER 6; Class Objectives  ***Arthropod Classes*** READ CHAPTER 2 pg. 25-31; CHAPTER 8 pg. 154
4/13 DISCUSS CHAPTER 7; ***Insect Metamorphosis*** 
4/18 Review    ANIMAL PIZZA BOX DUE
4/20 EXAM
4/25 DISCUSS CHAPTER 8; ***Population Ecology***
4/27 DISCUSS CHAPTER 9; ***Community Ecology***
5/2 Disposal of Materials; ***Succession***  
5/4 Animals in the Classroom
5/9  ***Biosphere***  DIORAMAS DUE
5/11  Classroom Management; Case Studies; Exam Review  REFLECTION PAPER DUE
5/16 FINAL EXAM   12:30-2:30

 

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Send comments and questions to shaines@towson.edu
Last Updated August 12, 2005